eric.ed.gov har udgivet: This paper describes the longitudinal impacts of a partnership between the University of Colorado Boulder’s K-12 Engineering Education initiative and the St. Vrain Valley School District. Together, university and high school educators created a replicable pre-college engineering model in a nine-school feeder system, which serves many Colorado students who are traditionally underrepresented in the engineering profession, and culminates with a high school STEM (science, technology, engineering, and mathematics) Academy whose graduates are motivated to thrive in engineering colleges. However, the following question, “Is this an effective model for increasing student STEM persistence and performance?” remains a driver for our investments as we refine the K-12 engineering program based on partner school feedback and quantitative and qualitative assessment results. Data show that our K-12 engineering program has positively… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) California At a Glance (Student Demographics); (2) California’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing California Students for Success (California’s High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Arkansas At a Glance (Student Demographics); (2) Arkansas’ Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Arkansas Students for Success (Arkansas’ High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Arizona At a Glance (Student Demographics); (2) Arizona’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Arizona Students for Success (Arizona’s High School Graduation Rate 2008) and High School Students Taking… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. This brochure describes in chart form: (1) Colorado At a Glance (Student Demographics); (2) Colorado’s Record of Achievement (Reading and Math Achievement for 2006-2007); (3) Achievement Trends; (4) Preparing Colorado Students for Success (Colorado’s High School Graduation Rate 2006 and High School Students Taking… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Oregon’s postsecondary attainment goal for 2025, adopted in 2011, calls for 40 percent of Oregon adults to have a bachelor’s degree or higher, 40 percent to have an associate’s degree or postsecondary certificate, and the remaining 20 percent to have a high school diploma or equivalent (S. 253, Or. 2011). As in other states a central strategy for increasing postsecondary attainment in Oregon is to promote accelerated college credit options–such as Advanced Placement, International Baccalaureate, dual credit, and dual enrollment courses–that enable high school students to earn college credit. Oregon has invested heavily in the accelerated college credit strategy, with particular attention to student groups that have historically not had access to these courses. The study focuses on options offered between 2005/06 and 2012/13 through Oregon community… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: This document presents the proceedings of the 17th Annual Research Forum held June 29, 2012, at Wake Forest University in Winston-Salem, North Carolina. Included herein are the following 25 action research papers: (1) “Reading and Writing”: A Study Comparing the Strengths of Peer Review and Visible Author Writing Strategies (Elizabeth Behar); (2) Project Based Learning: Is this New Method an Effective Educational Approach to Learning? (Camille Collier); (3) Building a Sense of Community in a High School Physics Class (Nick Corak); (4) Seeing Double: Visual Media and Expanding Definitions of Literacy in the English Classroom (John Randall Davis); (5) Improving Student Attitudes towards Science through Scientific Module Instruction (Carson V. Dobrin); (6) Web 2.0 in High School Social Studies: What Happens? (Kate Douglass); (7) Creative Expression in… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Every day, we learn what works so students can make greater progress. Six years after No Child Left Behind’s passage–and midway to the nation’s goal of having students on grade level or better in reading and math by 2014–we have collected more data than ever before about the academic performance of our students and schools. This information enables all of us to chart where we are as individual states and as a nation and to map a course of action for future progress. The foundation of our success will depend on our continued commitment to the following core principles: (1) High Standards; (2) Annual Assessments; (3) Accountability for Results; (4) Highly Qualified Teachers in Every Classroom (HQT); (4) Information and Options for Parents; (5) All Children on… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: The potential use of computer-based assessments has raised concerns from educators, policymakers, and parents about information technology infrastructure in school districts and the preparation of staff and students to use new technologies for assessment purposes, and the potential impact of testing activities on core school functions, particularly teaching and learning. This case study documents lessons learned in the district- or school-wide administration of computer-based student assessments in the Burlington and Revere School Districts during the spring 2014 Partnership for Assessment of Readiness for College and Careers (PARCC) field test. The case study focused on three research questions: (1) What was the preparation process for district- and school-wide implementation of an online student assessment, including decision making on scheduling, staffing, professional development, technology and hardware, and test materials… Continue Reading →
Like this:
Like Loading...
eric.ed.gov har udgivet: Biotechnology constitutes one of the most challenging, cutting-edge, and rapidly growing fields in science today. Both the practical implications and the hands-on nature of this “modern science” make the topic of biotechnology an attractive addition to the high school science curriculum. The current study is the first of its kind to explore how student characteristics and biotechnology course outcomes relate to one another. Results indicated that students’ general attitudes about science and their overall math skills predicted success across a number of measures, including both self-reported skill ratings as well as the more traditional measures of course grade and exam score. The results also demonstrated the association between skill, as measured through self-reported proficiency ratings, and achievement on an articulation exam. It documented the relation between skills… Continue Reading →
Like this:
Like Loading...
Læst 19 gange