eric.ed.gov har udgivet: Low high school graduation rates continue to be a challenge in American public education. The pressure to meet the demands of adequate yearly progress (AYP) under the No Child Left behind Act of 2001 has led to an achievement gap in student performance between science and other core subjects, namely English, math, and social studies, on the Georgia High School Graduation Test (GHSGT). GHSGT statistics have consistently reflected a lower science pass percentage compared with other core subjects on the test. The objective of this nonexperimental, quantitative study was to analyze teacher perceptions on reasons for student science underachievement on the GHSGT. A self-developed questionnaire based on Bloom’s taxonomy model was administered to 115 high school core subject teachers of a single school district. Analyses of variance… Continue Reading →
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eric.ed.gov har udgivet: Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of Alabama education initiatives is lauded in national publications, research studies, and, most importantly, by the teachers and students in their classrooms. Although the momentum for increased educational quality has picked up, now more than ever students must be kept on track to become the most highly prepared high school graduates the state has ever produced. From classroom teachers, schools administrators, and parents, to community and business leaders, all facets of the… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind (NCLB) has greatly affected the current status of career and technical education (CTE). Since the implementation of NCLB, there has been increased course-taking in science, math, and the other traditional academic subjects by high school students in this country. Research shows that the consequence has been a loss of opportunity for many students to enroll in CTE–resulting in declines in CTE enrollments at the secondary level. A 2002 study found that over the coming decade, the country will be facing increases in public secondary school CTE enrollments, which will mean an increase in demand for new CTE teachers. Due to declines in secondary CTE enrollment, CTE teacher education programs rapidly withered across the country. Now, the CTE community faces a huge problem.… Continue Reading →
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eric.ed.gov har udgivet: The No Child Left Behind (NCLB) Act of 2001 requires states to ensure that all students make adequate yearly progress in achieving proficiency in English language arts and math. This study examines how six diverse schools have responded to the challenge of educating their students in math, particularly students with disabilities and other struggling learners. The report intends to help educators by providing examples and ideas to consider for their own school or district efforts to improve math teaching and learning. This report describes in-depth practices at six schools (3 in Massachusetts and 3 in New York) that are making targeted efforts to improve math education for students with disabilities and other struggling learners. It examines each school’s practices for improving the math learning of all students… Continue Reading →
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eric.ed.gov har udgivet: [Slides] presented at the annual conference of the National Council of Supervisors of Math. Link til kilde
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eric.ed.gov har udgivet: In an effort to identify and incorporate exemplary practices into existing and future afterschool programs, the U.S. Department of Education commissioned a large-scale evaluation of the 21st Century Community Learning Center (CCLC) program. The purpose of this evaluation project was to develop resources and professional development that addresses issues relating to the establishment and sustainability of afterschool programs. Fifty-three high functioning programs representative across eight regional divisions of the nation, including rural and urban programs, community-based and school district related programs, were identified using rigorous methods. Exemplary practices in program organization, program structure, and especially in content delivery were studied. The findings were synthesized into the Afterschool Toolkit that was made available to programs nationwide via the world-wide-web. Professional development was conducted consistently and extensively throughout the… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this large-scale, national study is to determine whether some early elementary school math curricula are more effective than others at improving student math achievement, thereby providing educators with information that may be useful for making adequate yearly progress (AYP). This report presents results from the first cohort of first grade in 39 schools participating in the evaluation during the 2006-2007 school year, with the goal of determining the relative effects of different early elementary math curricula on student math achievement in disadvantaged schools. The report also examines whether curriculum effects differ for student subgroups in different instructional settings. A competitive process was used to select four curricula Investigations in Number, Data, and Space; Math Expressions; Saxon Math; and Scott Foresman-Addison Wesley Mathematics) that represent… Continue Reading →
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