eric.ed.gov har udgivet: Long Beach Unified School District (LBUSD) has been nationally recognized as a consistently high-functioning district for more than 2 decades. The district educates approximately 72,200 students, from preschool to high school, in its 86 schools. Almost 90% are students of color, with 57% Latino/a and 12% African American, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD 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… Continue Reading →
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eric.ed.gov har udgivet: This stand-alone workshop session explores the connections between home and school mathematics learning through the lens of equity. It is appropriate for use with teachers, staff developers, after-school program providers, and other educators who work with parents. All three session activities can be done, or the leader can opt to keep the session to one hour by doing the first activity, “Who Are the Parents and Caregivers?”, and then choosing either “Promoting Math Interactions at Home” or “Math Messages” and the videotape “What Are You Teaching My Child?” (Includes blackline masters, details of activities, and handouts.) (MM) Link til kilde
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eric.ed.gov har udgivet: The underrepresentation of women and racial and ethnic minorities in computer science (CS) and other fields of science, technology, engineering, and math (STEM) is a serious impediment to technological innovation as well as an affront to fundamental notions of fairness and equity. These gaps emerge in the early grades and tend to persist, if not widen, throughout the secondary and postsecondary years. The unconscious biases (UB) of teachers, school administrators, and fellow students may contribute meaningfully to the persistence of these gaps. Fortunately, a nascent literature on targeted interventions that directly address UB suggests there may be compelling opportunities to promote broader engagement in CS and STEM education and employment. The fields of neuroscience, social psychology, economics, and sociology articulate the many possible origins of UB and… 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: 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: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: In 2011-2012, the Georgia legislature funded a series of ongoing studies to evaluate Georgia’s Pre-K Program. The 2016-2017 Georgia’s Pre-K Program Evaluation focuses on the results of the fourth year of this longitudinal study, through second grade. The purpose of the current evaluation study was to examine longitudinal outcomes for children related to key academic and social skills as well as the quality of their classrooms from pre-k through second grade. The primary evaluation questions included: (1) What are the learning outcomes through second grade for children who attended Georgia’s Pre-K Program?; (2) What factors predict better learning outcomes for children?; and (3) What is the quality of children’s instructional experiences from pre-k through second grade? To address these questions, the evaluation study included a sample of… Continue Reading →
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eric.ed.gov har udgivet: The Weaving Gender Equity into Math Reform project at TERC has created a two- hour workshop session on equity in the standards-based mathematics classroom that is appropriate for use as a professional development tool with teachers, staff developers, after-school program providers, and other educators who work with parents. “What is Equity?” can be used as a stand-alone workshop or as part of an extended in- service training program for teachers and administrators. This session is intended to address equity related issues that surface in standards-based reform mathematics classrooms. Issues of teacher and student learning are also addressed along with discussions around specific equity issues that participants face in their school and classroom environments. The beginning of the session asks participants to reflect on their own experiences in… Continue Reading →
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eric.ed.gov har udgivet: The opt-out movement, a grassroots coalition of opposition to high-stakes tests that are used to sort students, evaluate teachers, and rank schools, has the largest participation on Long Island, New York, where approximately 50% of the eligible students in grades three to eight opted out of the English Language Arts (ELA) and Mathematics tests in 2019 (“Projects: ELA and Math Opt-Outs 2016-2019,” 2019). Quantitative research has shown a racial disparity between parents who opted out and opted in with White, middle class parents participating in the opt-out movement at greater rates than Latinx, Black, and Asian parents (Au, 2017; Bennett, 2016; Hildebrand, 2017; Klein, 2016; Murphy, 2017; Phi Delta Kappa & Gallup Poll, 2017; Pizmony-Levy & Green Saraisky, 2016; Ryan, 2016; Tompson, Benz, & Agiesta, 2013). Parents… Continue Reading →
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eric.ed.gov har udgivet: Among state community college systems, the 13 community colleges under the Tennessee Board of Regents (TBR) are probably the furthest along in implementing guided pathways reforms. All 13 colleges are implementing what they call “Tennessee completion practices”–reforms to help students choose, enter, navigate, and complete programs that prepare them for further education and careers. This report describes how the colleges are operationalizing the Tennessee completion practices in their own contexts, as well as how trends in leading indicators of student completion have changed since the reforms began. Drawing on colleges’ detailed self-assessments of their progress and telephone interviews with college administrators, staff, and faculty, the authors discuss how far along the colleges are in implementing completion practices in each of the four major areas of guided pathways… Continue Reading →
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