eric.ed.gov har udgivet: This report by the American Federation of Teachers (AFT) is the first comprehensive effort to assess student achievement in public schools managed by Mosaica Education, Inc., one of the leading private management companies in education, marketing itself to charter boards and school districts since 1997. Schools examined in the report had been managed by Mosaica for at least two years, some for three or more years, to provide an analysis of trends. The first part of the evaluation compares student achievement between 11 charter schools managed by Mosaica during 2000-2001, to other schools in the state with the same grade levels and a comparable percentage of low-income students. The AFT study ranks each Mosaica school among the comparison schools based on the 2000-2001 average math and reading… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to examine the relationship between the size of high schools, their percentage of SED (socio-economic disadvantaged) students, and API (academic performance index) scores in California, and determine if teacher preparation is a contributing factor. The 2010 API scores and median income of all 52 counties, and the 2010 API scores and % SED of 1,089 high schools were tabulated and graphed to determine the strength of the correlation between the two different sets of data. Also, the percent proficient levels (in English) for all high school students by grade (9-11) and by socio-economic status from 2003 to 2010 were compared. Lastly, the number and percent of English and math teachers with the proper credentials are presented for analysis. Results indicate there… Continue Reading →
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eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) California At a Glance (Student Demographics); (2) California’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing California Students for Success (California’s High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
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eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Arkansas At a Glance (Student Demographics); (2) Arkansas’ Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Arkansas Students for Success (Arkansas’ High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
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eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Arizona At a Glance (Student Demographics); (2) Arizona’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Arizona Students for Success (Arizona’s High School Graduation Rate 2008) and High School Students Taking… Continue Reading →
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eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Colorado At a Glance (Student Demographics); (2) Colorado’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Colorado Students for Success (Colorado’s High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
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eric.ed.gov har udgivet: This study compared Chinese-American and Caucasian-American children and families in order to better understand which cultural and family characteristics, parent beliefs, and parent practices operate at the early childhood level to produce the more uniform high level of math achievement among Asian-American children. Forty second-generation Chinese-American and 40 Caucasian-American preschoolers and kindergartners from well-educated, 2-parent families were given math, name writing, visual discrimination, spatial relation, and vocabulary measures. Parents completed questionnaires, interviews, and a social behaviors checklist. The study found that Chinese-American children outperformed Caucasian-American children on measures of mathematics, spatial relations, visual discrimination, numeral formation, and name writing. Caucasian-American children had higher scores on receptive English vocabulary. Chinese-American parents indicated a stronger belief in the role of hard work and early skill development in academic achievement,… Continue Reading →
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eric.ed.gov har udgivet: The College Ambition Program (CAP) model was developed to support high schools in preparing their students to enter STEM fields. CAP includes four programmatic components: mentoring, course counseling and advising, college-related activities and workshops, and teacher professional development and instructional support. This study is part of a larger project that will test the overall effectiveness of the CAP intervention model that is concluding its first year of implementation and data collection (2010-2011). Currently, two experimental schools and two control schools will be included in the analysis. Data will be collected from school records, student surveys, and merged with state data. Each component of the intervention has specific measures for assessing relative value for increasing college attendance and STEM interest among students who are college ready, but do… Continue Reading →
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eric.ed.gov har udgivet: The Hampshire Hundreds project was a local authority-led intervention which brought together lead teachers from Hampshire primary schools to provide them with evidence and support for effective teaching strategies to decrease the attainment gap between disadvantaged pupils (aged 9-11) and their peers. The intervention involved a facilitator working with staff from a number of schools, and providing supporting materials comprising the “Hampshire Hundreds Handbook,” to provide good quality teaching and support to disadvantaged pupils. The evaluation was set up as a randomised control trial to test the impact of the Hampshire Hundreds intervention in comparison to a ‘business as usual’ control group, with the local authority leading the training and overseeing the provision of the intervention. As the intervention was run by the local authority it is… Continue Reading →
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eric.ed.gov har udgivet: This study compared the relative effects of three kindergarten schedules on children’s achievement in reading, writing, and mathematics, and on children’s prosocial classroom behaviors. Participating were 47 children attending all-day kindergarten, 56 attending alternate-day kindergarten, and 44 attending half-day kindergarten. Individual achievement tests were administered in a pretest-posttest procedure. Analysis of covariance showed that the all-day kindergarten group scored significantly higher in reading, with no significant differences in mathematics or writing. Multivariate analysis of covariance for the 14 subscales of classroom social behaviors on the Hahnemann Elementary Behavior Rating Scale showed significant differences between groups, with the half-day children exhibiting higher scores on classroom behaviors that facilitate learning and lower scores on negative behaviors. Possible reasons for these differences and implications of developmentally appropriate practices, teachers’ theoretical… Continue Reading →
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