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: Analysis of the cost-effectiveness of 29 Comprehensive School Reform (CSR) models suggests that all 29 models are less cost-effective than an alternative approach for raising student achievement, involving rapid assessment systems that test students 2 to 5 times per week in math and reading and provide rapid feedback of the results to students and teachers. Results suggest that reading and math achievement could increase approximately one order of magnitude greater for every dollar invested in rapid assessment rather than CSR. The results also suggest that reading and math achievement could increase two orders of magnitude for every dollar invested in rapid assessment rather than class size reduction and three orders of magnitude for every dollar invested in rapid assessment rather than high quality preschool. (Contains 5 tables,… 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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eric.ed.gov har udgivet: This paper offers facts and figures on Utah’s state of education for 2005. This paper contains the following: (1) Education Contacts; (2) Utah State Board of Education members; (3) Value of Weighted Pupil Unit (WPU) for the 2004-05 school year; (4) Per Pupil Spending in Perspective (2002); (5) Public School Enrollment per district (October 2004-05); (6) Student Proficiency in Core CRT Language Arts Testing 2004; (7) Student Proficiency in Core CRT Math Testing 2004; (8) Public Education Budget–Funding by Source and Expenditures by Function; (9) Public School Enrollment Demographics 2004-05; (10) Public Schools by Grade Level 2004-05; (11) Number of Licensed Educators 2003-04; (12) Average Teacher Salary; and (13) Pupil Teacher Ratio. Link til kilde
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eric.ed.gov har udgivet: Kansas ranks 10th in the nation on an average of 15 indicators of student success, but has been improving much slower than most states. Since 2008, total funding per pupil in Kansas has increased less than half as much as the U.S. average, and less than one-quarter as much as the top achieving states. “There is growing evidence that as Kansas has fallen behind in educational funding, we are also falling behind in student success outcomes,” said Mark Tallman, assistant executive director of the Kansas Association of School Boards. “We are in danger of falling from a top achieving state to average or worse.” The full 2017 Comparing Kansas report contains detailed information on 15 indicators of student educational success and how they align with the “Rose… Continue Reading →
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eric.ed.gov har udgivet: This study examined associations between classroom quality, amount of instruction in Spanish, and academic learning of Spanish-speaking 4 years-olds. Findings suggest that gains in reading and math were larger when children received more instruction in Spanish in classrooms with more responsive and sensitive teachers. It is possible that instruction in Spanish in high-quality classrooms may enhance the academic skills for children with limited English. [This research brief is based on the following published study: Burchinal, M., Field, S., Lopez, M. L., Howes, C., & Pianta, R. (2012). Instruction in Spanish in pre-kindergarten classrooms and child outcomes for English language learners. “Early Childhood Research Quarterly,” 27, 188-197. (EJ958040)] Link til kilde
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eric.ed.gov har udgivet: Every three years the focus of the international education community shifts to the release of the Programme for International Student Assessment (PISA) study conducted by the Organisation for Economic Co-operation and Development (OECD). No other international study of education commands as much attention as PISA. In an age of intense global competition among information-based economies where education is increasingly viewed as an important (if not the most important) national “competitive advantage”, in less than two decades, PISA has become the widely used if inadequate proxy for the performance of education systems around the world. The OECD’s interest in education in the service of human capital development and economic growth is of course not surprising given the organization’s focus. The expansion of PISA to include the assessment of… Continue Reading →
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eric.ed.gov har udgivet: The Magic Breakfast project provided 106 schools with support and resources to offer a free, universal, before-school breakfast club, including to all Year 2 and Year 6 pupils. The aim of the project was to improve attainment outcomes by increasing the number of children who ate a healthy breakfast. The schools in the project were schools in England with a relatively high proportion of disadvantaged pupils. The project ran between September 2014 and July 2015. Schools were provided with free food, support from a Magic Breakfast school change leader, and a £300 grant towards up-front costs. The intervention itself was delivered by school staff and volunteers. The impact of the project was evaluated using a randomised controlled trial involving around 8,600 pupils. The process evaluation involved qualitative… Continue Reading →
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eric.ed.gov har udgivet: This paper presents the annual report of the Consolidated Grant Title V, Part A: Innovative Programs for the fiscal year 2008-2009. This report contains three sections. Section I, “Progress Report by Program”, contains the following programs: (1) Local Education Reform Plan To Improve Reading, Math, and Language Arts; (2) Reading and Math Reform Programs; (3) Improving Teacher Quality; (4) Expanded Learning Opportunities; (5) Alternative School Program; (6) Cooperative Education Services; (7) Technology Education; (8) Integrating Science and Allied Health; (9) Gifted and Talented Education; (10) Private, Non-Profit Schools Program Participation; and (11) Education Technology. Section II focuses on participating schools data. Section III focuses on financial expenditure data. Individual programs contain tables. Link til kilde
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eric.ed.gov har udgivet: This study explores the effects of school-level characteristics on North Carolina students’ reading and math achievement from fourth through eighth grade, focusing on the relationships between achievement and the racial and poverty composition of schools. After creating race-by-poverty cohorts of schools, I use multilevel models to examine math and reading achievement for the same students in fourth, sixth, and eighth grades. The racial and poverty composition of schools affect student achievement after factoring in student, family, and other school influences. In addition, increasing teacher quality and school resources reduces but does not eliminate the effects of school racial and poverty composition on student achievement. Policies leading to reductions in racial and poverty isolation in schools and increases in teacher quality should be pursued to guarantee equality of… Continue Reading →
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