eric.ed.gov har udgivet: Study Island is a practice and assessment tool that provides state-standards-aligned opportunities for students to practice their skills. It features a system of continual assessments with immediate feedback to adjust instruction and learning. When educators integrate Study Island into their instructional practices, it acts as a formative, ongoing assessment tool that provides students with a platform to practice or demonstrate their knowledge of taught standards. This approach reflects the elements of formative assessments as a process for monitoring progress and adjusting instruction. Research on formative assessment and progress-monitoring practices has demonstrated positive outcomes for student achievement (Bangert-Drowns, Kulik, & Kulik, 1991; Black & Wiliam, 1998; Fuchs & Fuchs, 1986; January et al., 2018; Stecker, Lembke, & Foegen, 2008; Stiggins, 1999; Van Norman, Nelson, & Parker, 2016; Wolf,… Continue Reading →
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eric.ed.gov har udgivet: This collection of community mathematics modules, or “math trail”, is appropriate for middle grades and high school students (grades 5-12). Collectively, the modules pay attention to all 10 of the National Council of Teachers of Mathematics (NCTM) standards which include five content standards (Number and Operations, Algebra, Geometry, Measurement, Data Analysis, and Probability), and five process standards (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). Activities include: (1) “The Carousel at Coolidge Park”; (2) “Utilizing Government Regulation Measurements to Demonstrate Algebraic Application”; (3) “A Local Paper Manufacturer’s Wood Yard”; (4) “Algebra Is Everywhere-Engel Stadium”; (5) “Bridges of Chattanooga”; (6) “Buckner-Rush Funeral Home-Dying to Do Math”; (7) “Challenger Center-Our Mission to Mars”; (8) “Chattanooga Ducks”; (9) “Chattanooga Riverwalk”; (10) “Coolidge Park”; (11) “Ducks Unlimited Conservation Benefit at… Continue Reading →
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eric.ed.gov har udgivet: The National Study of Charter Management Organization (CMO) Effectiveness is a four-year study designed to assess the impact of CMOs on student achievement and to identify effective structures and practices. An earlier report from this study documented the substantial variation in CMO student achievement impacts as well as variation in CMOs’ use of particular educational strategies and practices. That report noted that the most effective CMOs emphasize two practices in particular: schoolwide behavior strategies and intensive teacher coaching and monitoring. This report is designed to provide an in-depth description of the student behavior and teacher coaching practices of five high-performing CMOs that rely on these practices. Focusing on five high-performing CMOs, the report seeks to help educators learn more about these promising practices. To identify practices associated… Continue Reading →
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eric.ed.gov har udgivet: Citizens Leadership Academy (CLA) in Ohio is preparing its middle schoolers for success in high school, college, and life. CLA is second among all public schools in the city on student growth. The school’s eighth graders reach and surpass proficiency at a rate that is more than three times that of their peers across the city. Reading and math proficiency rates at CLA are more than double those of Cleveland’s. The school’s model–as captured in its name, “Citizens Leadership” Academy–prioritizes and cultivates broader attributes and mindsets necessary for long-term success. As demonstrated in this profile about one student, Keith Lazare Jr., CLA asks students to consider what it means to be active, engaged citizens and community members. Students are asked to grapple not only with tough math… Continue Reading →
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eric.ed.gov har udgivet: Presented are the following reports: (1) Math Anxiety: Real and Complex; (2) Math Anxiety and Middle School Students; (3) Math Anxiety and College Freshmen; (4) Math Anxiety and Elementary Teachers; and (5) Math Anxiety: Conclusions, Discussions, and Remedies. The studies attempt to answer questions regarding mathematics anxiety: (1) what is it, (2) who has it, (3) why do people have it, and (4) what can be done to prevent or cure this anxiety? Anxiety was measured by a standardized rating scale and information on related variables was determined by a standardized test and an investigator-developed questionnaire. Findings are presented separately for each study. Among the conclusions are: (1) group membership has little impact on a person’s anxiety unless the group membership reflects actual mathematics performance or an… Continue Reading →
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eric.ed.gov har udgivet: Charter schools represent an increasingly important form of school choice in the United States. Charter schools are public schools, with a difference. Compared to traditional public schools, they are exempted from some of the state laws and regulations that govern traditional public schools. In this way, parents come to have a greater number of choices among schools, and, due to deregulation, it is expected that the charter schools are distinct from traditional public schools. The intent is that charter schools can provide students with alternative curricula, teaching methods, and teachers who may differ in educational background and training from teachers in traditional public schools. This study, after reviewing research from across the United States, asks whether charter schools are producing higher achievement for students compared to traditional… Continue Reading →
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eric.ed.gov har udgivet: This paper examines the effect of school turnaround in North Carolina elementary and middle schools. Using a regression discontinuity design, we find that turnaround led to a drop in average school-level math and reading passing rates and an increased concentration of low-income students in treated schools. We use teacher survey data to examine how teacher activities changed. Treated schools brought in new principals and increased the time teachers devoted to professional development. The program also increased administrative burdens and distracted teachers, potentially reducing time available for instruction. Teacher turnover increased after the first full year of implementation. Overall, we find little success for North Carolina’s efforts to turn around low performing schools under its federally funded Race to the Top grant. Link til kilde
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eric.ed.gov har udgivet: One way to improve struggling schools’ access to effective teachers is to use selective transfer incentives. Such incentives offer bonuses for the highest-performing teachers to move into schools serving the most disadvantaged students. In this report, we provide evidence from a randomized experiment that tested whether such a policy intervention can improve student test scores and other outcomes in low-achieving schools. The intervention, known to participants as the Talent Transfer Initiative (TTI), was implemented in 10 school districts in seven states. The highest-performing teachers in each district–those who ranked in roughly the top 20 percent within their subject and grade span in terms of raising student achievement year after year (an approach known as value added)–were identified. These teachers were offered $20,000, paid in installments over a… Continue Reading →
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eric.ed.gov har udgivet: This report describes the implementation and intermediate impacts of an intervention designed to provide incentives for a school district’s highest-performing teachers to work in its lowest-achieving schools. The report is part of a larger study in which random assignment was used to form two equivalent groups of classrooms organized into teacher “teams” that are composed of teachers in the same grade level and subject (math, reading, or both in the case of an elementary school grade). Teams were assigned to either a treatment group that had the chance to participate in the intervention described below and or a control group that did not. Intermediate outcomes, measured for both the treatment and control teams, include the mix of teachers who make up the team, the climate of collaboration… Continue Reading →
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eric.ed.gov har udgivet: Since its inception in 2002, the National Center for Education Research (NCER) in the Institute of Education Sciences (IES) has funded over 700 education research grants and over 60 education training grants. The research grants have supported exploratory research to build theory or generate hypotheses on factors that may affect educational outcomes, development and innovation research to create or refine academic interventions, evaluation studies to test the efficacy and effectiveness of interventions, and measurement work to help develop more accurate and valid assessments, and the training grants have helped prepare the next generation of education researchers. NCER’s education research grantees have focused on the needs of a wide range of students, from pre-kindergarten through postsecondary and adult education, and have tackled a variety of topic areas. The… Continue Reading →
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