eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Mississippi as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Alaska as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Virginia as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Pennsylvania as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Six years after passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for West Virginia as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: In the assessment literature, a general recommendation has been to disaggregate scores and other data for students with limited English proficiency (LEP). This has rarely been done for most non-English language background (NELB) students in the United States, with the partial exception of Spanish speakers. Nationwide Spanish speakers make up the largest group of LEP/NELB students, but in Minnesota Southeast Asian students make up the largest single group of students with a language other than English spoken at home. While LEP/NELB students share some common characteristics, there are enough noteworthy differences to justify separate studies. This document reports on the achievement of LEP/NELB students from the largest seven language groups in Minnesota (Hmong, Spanish, Vietnamese, Lao, Cambodian, African languages, Russian) during the 1995-1996 school year when the… Continue Reading →
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eric.ed.gov har udgivet: Six years after the passage of No Child Left Behind and midway to the nation’s goal of having students on grade level or better in reading and math by 2014, more data than ever before has been collected about the academic performance of American students and schools. Information in this brochure charts student demographics, achievement-to-date and trends for Washington as a state and as compared to national statistics. Information on graduation rates, tutoring/choice programs and flexibility options is also included. Link til kilde
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eric.ed.gov har udgivet: Turning around chronically low-performing schools requires a multifaceted school-wide, systematic effort that includes strong leadership and data-based decision making. School-wide efforts to turn-around low-performing schools should address the academic, social, and behavioral needs of all students. One evidence-based, systematic school-wide approach for addressing social and behavioral concerns in schools and, distally, increasing students’ access to academic instruction, is school-wide positive behavior interventions and supports (SWPBIS). SWPBIS is associated with increased positive school climate, increased teacher self-efficacy, decreased problem behaviors for the whole school, and potentially, increased academic achievement. The underlying assumption is that by improving social behavior, schools have more time and ability to deliver effective curriculum and instruction. However, to-date, this assumption has not been fully investigated. The goal of this paper is to explicitly examine… Continue Reading →
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eric.ed.gov har udgivet: This report is the first in a series of reports describing results from the Center on Education Policy’s (CEP’s) third annual analysis of state testing data. The report provides an update on student performance at the proficient level of achievement, and for the first time, includes data about student performance at the advanced and basic levels. Also included are profiles for each state, which show trends in reading and math for basic, proficient, and advanced levels in elementary, middle, and high school. The study provides an in-depth look at the full range of student performance in order to better understand whether the No Child Left Behind Act’s (NCLB) focus on proficiency has caused teachers to shortchange students at either end of the academic spectrum. Reported findings include:… Continue Reading →
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eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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