eric.ed.gov har udgivet: In the United States, traditionally underrepresented minority children have lower levels of academic achievement than their white counterparts. In the broadest perspective, this quantitative study seeks to help stakeholders and policymakers understand the factors responsible for Hispanic or Latino student achievement relative to that of comparison groups. The key dependent variables in this study are student achievement in reading and writing, and in math and science. Specifically, the Tomas Rivera Policy Institute (TRPI) examines the impact on reading and writing, math and science achievement levels of computer use both at school and at home, and of teacher preparation for computer-based instruction. TRPI researchers analyzed the effects of these factors not only on comprehension of math and science, but also on reading and writing since research demonstrates that… Continue Reading →
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eric.ed.gov har udgivet: Two topics are currently being greatly discussed in educational literature: (a) summer programs and (b) minority in mathematics and science. The Lincoln Foundation summer program provided participants with 4 weeks of instruction in math and science. The goal of the program was to enhance students’ ability to succeed in high-school level mathematics and science courses. The evaluation design called for the use of a pre- and post-test and parent and teacher surveys. The data indicated that the program is achieving its objective of increasing students’ content knowledge in the various subject areas. The results of the parent survey indicated the high levels of satisfaction with the program. Results from the teacher survey showed overall agreement with the professional development model and instructional support. Highlighted curricular methods include:… Continue Reading →
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eric.ed.gov har udgivet: Many of the National Science Foundation-funded math curricula offer (or will be offering) staff development workshops to accompany the adoption of the curricula in schools and districts. While much of this staff development focuses on providing teachers with a solid grounding in the mathematical content of the curricula, an opportunity exists within these efforts to incorporate equity in a substantive way. As part of the Weaving Gender Equity into Math Reform project, we hope to provide teachers, administrators, staff developers, and others with the tools to implement themes and practices related to equity in their professions. Our project is focusing on how issues of gender, ethnicity, socioeconomic status, and language play out in the elementary reform math classroom. We plan to capitalize on staff development geared toward… Continue Reading →
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eric.ed.gov har udgivet: Located just southeast of Fresno in California’s Central Valley, Sanger Unified School District (USD) serves approximately 12,000 students in 20 schools. Sanger USD students are predominately from low-income families (73%); most are Latino/a (70%), and about one in five (18%) are English learners. During the accountability era of No Child Left Behind, Sanger had earned the reputation of being a turnaround district based on district students’ steep and steady improvement on California’s Test of Basic Skills between 2004 and 2012. Its success hinged on developing an organizational culture of continuous improvement and an instructional regime of direct instruction for students’ basic skills mastery. This case study addresses the question of how Sanger USD managed to shift instruction and student support to achieve exemplary results on the new… Continue Reading →
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eric.ed.gov har udgivet: Literacy skills are critical to students’ academic achievement and setting them on a path to successful high school graduation and readiness for college and careers. “Passport Reading Journeys” [TM] is a supplemental literacy curriculum designed to help improve reading comprehension, vocabulary, word study, and writing skills of struggling readers in grades 6-12. Lessons incorporate both teacher led instruction and technology, including whole-class and small-group instruction, independent reading, video segments, and independent computer-based practice. The curriculum includes a series of two-week, ten-lesson instructional sequences on topics in science, math, fine art, literature, and social studies. Each sequence is themed as an expedition or journey for students. This What Works Clearinghouse (WWC) report, part of the WWC’s Adolescent Literacy topic area, explores the effects of “Passport Reading Journeys” [TM]… Continue Reading →
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eric.ed.gov har udgivet: The purpose of the 2013-2014 Georgia’s Pre-K Program Evaluation was to examine the learning outcomes for children and the quality of their classrooms during Pre-K, as the baseline year of the Pre-K through third-grade longitudinal study. The primary evaluation questions addressed included: (1) What are the learning outcomes for children attending Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s experiences in Georgia’s Pre-K classrooms? To address these questions, the evaluation study included a random sample of 199 Georgia’s Pre-K classrooms and a sample of 1,169 children attending these classrooms. Researchers conducted individual child assessments near the beginning and end of the Pre-K year to examine growth in children’s skills. The assessment measures covered multiple domains… Continue Reading →
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eric.ed.gov har udgivet: There is a growing body of research focused on the mathematical experiences of Black males in the United States of America. This research has emerged to challenge the dominant narrative in mathematics education focused on Black males’ low performance on international, national, and state standardized tests. There is very little research that has explored the impact of high-stakes testing in mathematics on Black males in urban areas. Using qualitative research methods, this study examines the middle school mathematics experiences of four Black males and provides insight into their responses to challenges they face in urban communities, schools, and math classrooms. Critical race theory was used to illuminate Black males’ desire to be challenged in the classroom and describe the community, school, and classroom conditions that impact their… Continue Reading →
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eric.ed.gov har udgivet: This article discusses the issue of defining and facing equity elementary mathematics classrooms. It is argued that teachers have difficulty facing the fact of inequity in classrooms and that a deep conversation about equity is often avoided because many people are uncomfortable with disagreement. Two strategies for promoting in-depth dialogue about equity are presented. It is concluded that educators must confront their personal beliefs and examine how they are affecting students’ lives and student performance. (MM) Link til kilde
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eric.ed.gov har udgivet: The San Diego Unified School District (SDUSD) supports teaching and learning in California’s second-largest school district, educating students from preschool to high school each day. Nearly three quarters of SDUSD students are students of color, including 47% who are Latino/a and 9% who are African American. Almost 60% of students are economically disadvantaged, and 24% are English learners. Despite the wide achievement gaps across the state between students from different racial and socioeconomic backgrounds, SDUSD has excelled at supporting the learning of all students. SDUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California’s math and… Continue Reading →
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eric.ed.gov har udgivet: Sitting just north of the U.S.-Mexico border, the Chula Vista Elementary School District (CVESD) supports teaching and learning in California’s largest elementary school system. Across its 47 schools, CVESD educators serve over 30,000 students each day, 90% of whom are students of color and over one third of whom are English learners. CVESD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within CVESD that have promoted student learning, especially… Continue Reading →
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