eric.ed.gov har udgivet: This is the 12th annual report on conditions affecting the Racine Unified School District (RUSD). This year, the analysis again focuses on the long-term historical trends in RUSD. The analysis compares RUSD data to data of nine peer school districts as well as statewide data. The peer districts are defined as those Wisconsin districts with enrollments most similar to the enrollment in Racine. In addition to enrollment trends, the findings pertain to three RUSD quality objective measures: operational efficiency, student engagement, and student achievement. Operational efficiency includes finance data, student engagement includes attendance and disciplinary data, while student achievement includes test scores and graduation rates. Major findings include: (1) RUSD enrollment declined for the second year in a row; (2) RUSD jumped up in the peer rankings,… Continue Reading →
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eric.ed.gov har udgivet: “Alabama Education News” is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the “Code of Alabama”, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Effective School Bus Maintenance Combats High Fuel Costs; (2) Torchbearer Schools Light Up Student Performance; (3) Alabama among First States to Administer New ELL Test; (4) School Systems Consistently Receive National Award; (5) School of Fine Arts Director Pens Drama Highlighting Birmingham’s Racial History; (6) $10,000 Recycling Rewards for 10 Alabama Public Schools; (7) Math Tournament Readies Students for State Tests; (8)… Continue Reading →
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eric.ed.gov har udgivet: This document presents the evaluation results for the Title VII Special Alternative Instructional Program grant to Cicero Public School District 99 (Illinois) for the 1994-95 school year. This was the third year of funding and implementation of this grant, which provided summer school funds with emphasis in building literacy through the use of mathematics and science. A program director, 18 teachers, and 5 staff members served 180 students in grades 3 through 6 in the evaluation year. In the course of the evaluation, several on-site visits were made, and many pieces of additional data were analyzed. The program was designed to increase literacy development for students who have achieved some oral proficiency in English and are designated Limited English Proficiency (LEP). A dual purpose was to increase… Continue Reading →
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eric.ed.gov har udgivet: This report presents findings, after one year of program implementation, from the Evaluation of Enhanced Academic Instruction in After-School Programs–a two-year intervention and random assignment evaluation of adapted models of regular-school-day math and reading instruction in after-school settings for students in grades 2 through 5. This evaluation seeks to determine whether the enhanced after-school instruction improves math or reading proficiency over what students would achieve in regular after-school programs, as measured by test scores. The evaluation also examines the impacts of the enhanced after-school instruction for subgroups of students based on their prior academic performance and grade level. The evaluation seeks to ascertain whether the enhanced after-school instruction affects other in-school academic behavior outcomes, as measured by reports from regular-school-day teachers of student engagement, behavior, and homework… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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eric.ed.gov har udgivet: Researchers investigated the relationship between the American Federation of Teachers’ Thinking Math (TM) professional development program and mathematics achievement of 5th grade students in an urban school district in the northeast. Four schools were studied; 3 had TM trained 5th grade math teachers. Questionnaires gathered demographic data and teacher self-evaluation of the influence, efficacy, and implementation of 7 TM principles. Student achievement was measured by Stanford Achievement Tests and the Pennsylvania State System of Assessment. Findings are based on 37 questionnaires from TM trained teachers and 203 student records. The TM program and, specifically, having a 5th~grade TM math teacher, had positive effects on mathematics and reading achievement scores. TM training’s effect on teacher confidence and implementation varied across the principles. (Author) Link til kilde
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eric.ed.gov har udgivet: On February 9, 2012, U.S. Secretary of Education Arne Duncan granted 10 states waivers of key accountability requirements of the Elementary and Secondary Education Act (ESEA), as amended by the No Child Left Behind (NCLB) Act. One year later, applications for this ESEA flexibility, also known as NCLB waivers, had been approved for an additional 24 states and the District of Columbia. States that receive waivers have the flexibility to depart from some of NCLB’s most significant requirements, such as judging school performance against a goal of 100% of students reaching reading and math “proficiency” by 2014 and implementing specific interventions in schools that fall short of performance targets. States with approved waiver applications must meet several new requirements, described below, that relate to standards and assessments,… Continue Reading →
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eric.ed.gov har udgivet: Large-scale assessment regularly takes place in most jurisdictions across Canada, a fact not lost on the Fraser Institute and other right wing think tanks such as AIMS (Atlantic Institute for Market Studies) which use the test results as the primary basis for compiling school rankings at both the elementary and secondary level (see Gutstein, 2010). The frequency of external testing at different levels (provincial/territorial, national, international)–coupled with the high visibility accorded by the mainstream media to the results, usually in the form of league tables, and the imperatives of short term political mandates–have all contributed to a focus on improving one’s position within the list of rankings, as well as to a narrow focus on the tested subjects–math, science, reading. In this era of accountability-by-numbers, the elevated… Continue Reading →
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eric.ed.gov har udgivet: The aim of the “Tools of the Mind” prekindergarten curriculum is to enhance children’s executive function skills within an instructional context that promotes the basic academic and social skills that prepare them for kindergarten and beyond. To investigate the effectiveness of “Tools” in achieving this aim, the authors are conducting a longitudinal randomized experiment to answer the following questions: (1) Do children in “Tools of the Mind” classrooms improve more in literacy, math, social skills, and behavior problems during the preschool year than children in “business as usual” control classrooms? Are those gains sustained through kindergarten and first grade?; (2) Do children in “Tools of the Mind” classrooms show greater gains in executive function than children in the control classrooms? Do those gains mediate the curriculum effects… Continue Reading →
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eric.ed.gov har udgivet: Citing Aristotle, Franklin and Einstein as proponents of a broad, liberal-arts education, Finn and Ravitch promote the need for liberal learning as preparatory to the civic life needed for a well-functioning democracy. Drawing together the work of a number of educators, the editors have organized this volume in two sections. Part I, Liberal Learning: Its Value and Future, includes three papers that advocate both for liberal learning, and for a common curriculum. Part II, Restoring Liberal Art to the K-12 Curriculum, features eleven explorations of how to expand liberal learning by improving accountability systems, teacher training and education delivery. Maintaining that their support of liberal learning is well-documented, the editors conclude the volume by noting four opposing trends: (1) Gradual extinction of liberal learning in higher education;… Continue Reading →
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