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: This report measures trends in performance among urban schools receiving federal School Improvement Grant (SIG) awards as part of the American Recovery and Reinvestment Act of 2009 (ARRA). The Council of the Great City Schools aims to document how member districts of the Council of the Great City Schools implemented SIG and specifically what effects the program had on student test scores and school “holding power”–the ability of high schools to move students through the system on a timely basis. Finally, based on interviews with district and school-based staff in several case study districts, common characteristics of successful and unsuccessful implementation of the SIG program in Council schools and districts are identified and described. Results of the analysis across states for grades three through eight in both… Continue Reading →
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eric.ed.gov har udgivet: California’s shift towards continuous improvement in education makes understanding how districts and schools can learn to improve a more pressing question than ever. The CORE Improvement Community (CIC), a network of California school districts engaged in learning about improvement together, is an important testing ground to learn about what this work entails. This report continues drawing lessons from the CIC’s second year as its districts work together towards a common aim: to improve the mathematics achievement of African American and Latinx students in Grades 4-8. The CIC applies a specific continuous improvement approach, called improvement science, to support teams in reaching the aim. Improvement science, unlike many approaches to reform, is not a specific “program” designed to fix educators’ performance in a particular aspect of their work… 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: The study examined whether 7th-graders’ knowledge of rational numbers improved when the students’ math teachers participated in related professional development activities. The study analyzed data on about 4,500 students and 200 teachers from approximately 80 schools in 12 districts during the 2007-08 academic year. The study found that students in schools where teachers were offered extensive professional development by the study performed no better on a test of math achievement in rational numbers than students in comparison schools at the end of the 2007-08 academic year. However, the study found a significant positive impact of the professional development on one of the three measures of teacher instructional practices examined. Teachers who were offered the study’s extensive professional development engaged in 1.03 more activities per hour that elicited… Continue Reading →
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eric.ed.gov har udgivet: This report examines the implementation and effects of the academic summer program for middle school students offered by Building Educated Leaders for Life (BELL). BELL’s middle school program serves rising sixth- through eighth-grade students who are performing one to two years below grade level. The goals of the program are to increase students’ literacy and math skills and to enhance their social development. Overall, the findings from this study indicate that BELL mounted a fairly well-run and well-staffed five-week summer program in summer 2012 and that students attended at a high rate even though the program was voluntary. The pattern of impact estimates suggests that, on returning to school in fall 2012, BELL students may have had stronger math skills than they would have had otherwise, equivalent… 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: The New York State Education Department, in partnership with the New York City Department of Education, developed a “Striving Readers project” to address the literacy needs of early adolescent struggling readers in middle school. The goal of the project was to implement and examine the impact of a one-year comprehensive supplemental literacy intervention offered in New York City middle schools. The 11 schools included in the study were drawn from 4 of the 5 boroughs of New York City, and were relatively homogeneous. Most were primarily male, and Hispanic/Latino. Furthermore, the majority of the students represented diverse backgrounds. The schools served grades 6-8, though ranged in size as well as number of teachers. The sample students were chosen from the pool who had earned scores of 2… Continue Reading →
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eric.ed.gov har udgivet: Teacher evaluation is currently a major policy issue at all levels of the K-12 system driven in large part by current US Department of Education requirements. The main objective of this study is to explore the patterns of relationship between observational scores and value-added measures of teacher performance in math classrooms and the variation in these relationships across grade levels. While the MET analyses used a single composite score consisting of a simple average of the eight component scores of the protocol, in our work we treated each component separately since each measures a separately definable aspect of classroom practice. Specifically, across all the components, the authors pose the following questions: (1) Do the relationships between observation scores of math teachers and their value-added scores tend to… Continue Reading →
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