eric.ed.gov har udgivet: In this Appendix, we provide details about the data used for the current study, the curricula used in the classrooms from which data were collected, and the current study’s methodological approach. (Contains 14 tables and 5 footnotes.)[For full report, see ED544189.] Link til kilde
eric.ed.gov har udgivet: The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Indianapolis Public Schools, the largest of 11 school districts in the city, is undergoing rapid, systemwide changes to increase school autonomy and parent choice. While the city is slightly above the national average when it comes to how well… Continue Reading
eric.ed.gov har udgivet: Community colleges nationwide are looking for solutions to help students complete developmental (remedial) math–a known barrier to graduation. Some are offering computer-assisted, modular developmental math courses that allow students to earn credits incrementally and move through the curriculum at their own pace. One of these modularized courses, ModMath, was created at Tarrant County College (TCC) near Fort Worth, Texas. It reorganizes the content of TCC’s two semester-long developmental math courses into a set of six modules, each of which is five weeks long. The four primary components of the ModMath intervention are: a diagnostic assessment that places students in a starting module; individual registration into three modules per course section each semester; computer-based instruction delivered online through an instructional software program; and personalized, on-demand assistance in class… Continue Reading
eric.ed.gov har udgivet: Double-dosing in math expands the time for students to learn by having them enroll in two (or occasionally more) math courses during the regular school day. Although the practice can take different forms and be used at different grade levels (Chait, Muller, Goldware, & Housman, 2007; Nomi & Allensworth, 2009), most research on double-dosing in math has focused on students who need preparation to make the transition to Algebra I or similar rigorous high school math courses–typically, grade 8 or grade 9 students. This study aims to provide a more complete picture of the prevalence of double-dosing in math in North Carolina in 2011/12, the most recent year that data were available. It also reports on the use of double-dosing for remediation, maintenance, and enrichment; compares schools… Continue Reading
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