eric.ed.gov har udgivet: Between 2000 and 2009, the Hispanic population more than doubled in 25 of 67 Pennsylvania counties. Over the same period, the Hispanic student population in Pennsylvania schools also rose, from 4 percent to 8 percent (Pennsylvania State Data Center 2011). The focus on Hispanic students’ level of academic achievement rose along with this rapid population growth. Recent research reveals that, although the achievement gap between ethnic subgroups at the national level has been shrinking over the past five years, the gap remains wide (Aud et al. 2010). This is also the case and a matter of concern in Pennsylvania. Research has identified several student-level factors associated with academic achievement among ethnic minority students, including gender and socioeconomic status (Freeman 2004; McGraw, Lubienski, and Strutchens 2006; Pong 2010);… Continue Reading →
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eric.ed.gov har udgivet: Scores for five subjects (Reading, Language Arts, Mathematics, Science, and Social Studies in grades 2 through 8) from the Tennessee Comprehensive Assessment Program were analyzed for several hundred Tennessee grade schools. Schools which owned the Accelerated Reader learning information system (a computer program which allows teachers to monitor and manage student literature-based reading) were compared with schools that had not purchased AR. Schools that owned AR outperformed others in all grades and subjects. (Contains five figures and five tables of data; an appendix contains a brief introduction to the Accelerated Reader.) (Author/RS) Link til kilde
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: Math experts developed Formative Assessment Lessons that teachers can incorporate throughout the year’s curriculum. Both tools target the “instructional core.” A study by Research for Action (RFA) examining the first year of piloting the Literacy Design Collaborative (LDC) and Math Design Collaborative (MDC) tools (2010-11) found evidence of initial success in tool use indicated by teachers’ perceptions that the tools positively influenced teacher practice. In the second year of the Initiative (2011-12), tool use grew within and across sites. The focus of the research has expanded accordingly to include an analysis of how the tools are being introduced to additional classrooms, schools and districts, and what strategies are most effective in sustaining and strengthening tool use. This brief focuses on efforts to scale up and sustain broader… Continue Reading →
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eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… Continue Reading →
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eric.ed.gov har udgivet: The Instructional Conversation (IC) is a complete classroom pedagogy that focuses on teaching through small-group dialogue with students allowing responsive instruction for each student. The IC is anchored by cognitive-developmental theory and by four decades of multi-method quasi-experimental studies. This study describes the first research of an Institute Education Sciences-funded, randomized efficacy trial of IC effects on standardized test outcomes for both English Language Learner (ELL) and Non-ELL students. The main research question for this study is: Do ELLs taught by teachers who implement the IC pedagogical model perform above controls? The study aims to explore how well and for whom the pedagogy works if indeed effects are found. The focus in this multi-cohort design (over three years) involves districts and schools where students are clustered. This… Continue Reading →
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eric.ed.gov har udgivet: “Teach For America” (“TFA”) is a highly selective route to teacher certification that aims to place non-traditionally trained teachers in high-need public schools. The What Works Clearinghouse (WWC) identified seven studies of teachers trained through “TFA” that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. The WWC considers the extent of evidence for teachers trained through “TFA” on the academic achievement of students in grades pre-K-12 to be medium to large for two student outcome domains–mathematics achievement and English language arts achievement–and small for two student outcome domains–science achievement and social studies achievement. “TFA” teachers were found to have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on… 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: To address arts education disparities in middle level schools, this paper explores evidence that infusing the visual and performing arts into language arts, math, science, and history/social studies courses is a pedagogical approach that meets the developmental needs of early adolescents and fosters a relevant, challenging, integrative, and exploratory curriculum for all learners. The strategy, often identified as integrated or interdisciplinary arts education, is examined through the literature and a case study of five middle level classrooms. Findings from this study, derived from participant (teachers and administrators) interviews and classroom observations, provide the compelling argument to support implementation of arts integration pedagogy in middle level schools. Moreover, positive outcomes for diverse learners suggest that this study has direct implications for educational practice and policy. Arts-infused learning can… Continue Reading →
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eric.ed.gov har udgivet: The present study sought to examine the relationship between teacher quality and student achievement in public elementary schools in a community district school of the New York City. It has 23 elementary schools, more than 7,600 students and around 350 teachers. For this study, participants consist of a sample of 117 full-time teachers who were working in third, fourth and fifth grade during the 2006-2007 school year. By recognizing the link between quality teaching and student achievement, this study addressed the broad question: “What is the relationship between teacher quality and student achievement?” Methodologically, data collection was based on a standardized questionnaire developed by the National Center for Education Statistics (NCES). The survey used here was adapted by the researcher to explore three specific teacher quality characteristics:… Continue Reading →
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