eric.ed.gov har udgivet: The Kansas Association of School Boards (KASB) Comparing Kansas report data provides information related to the Kansas State Board of Education’s Kansans Can outcomes and the “Rose Capacities” identified by the Kansas Supreme Court as a standard of constitutional funding and adopted as educational goals by the Kansas Legislature. It also allows Kansas educational performance, funding, and other factors to be compared to other states. This is the second year KASB has produced this report using the same data elements and calculations. For each state, this report offers education performance information on 15 indicators in the following areas: (1) Postsecondary–high school completion or higher, some college or higher, and four-year degree or higher; (2) Graduation–adjusted cohort graduation rate for: all students, economically disadvantaged students, students with limited… Continue Reading →
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eric.ed.gov har udgivet: The 2013-2014 North Carolina Pre-Kindergarten (NC Pre-K) Evaluation study was designed to examine the longitudinal outcomes through kindergarten for children who attended the Pre-K program, along with comparisons to previous cohorts of program attendees. A sample of 561 children was included in the study, with data gathered at the beginning and end of NC Pre-K (2012- 2013) and kindergarten (2013-2014) to examine their growth in skills. Researchers conducted individual assessments of children’s language, literacy, math, and general knowledge skills and gathered teacher ratings of behavior skills. For 119 Spanish-speaking dual language learners (DLLs) in the sample, parallel assessments were conducted in both English and Spanish to examine their progress when measured in both languages. In addition, program characteristics and services were examined for the 2013-2014 NC Pre-K… Continue Reading →
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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: Tennessee Code Annotated 49-5-108 specifies that the State Board of Education “with the assistance of the department of education and the Tennessee higher education commission, shall develop a report card or assessment on the effectiveness of teacher training programs.” The State Board is directed to “annually evaluate performance of each institution of higher education providing an approved program of teacher training and other state board approved teacher training programs.” The performance is meant to “focus on the performance of each institution’s graduates and shall include, but not be limited to, the following areas: (1) Placement and retention rates; (2) Performance on Praxis examinations or other tests used to identify teacher preparedness; and (3) Teacher effect data created pursuant to Section 49-1-606.” Each teacher training institution and each… Continue Reading →
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eric.ed.gov har udgivet: In a more consistent and viable manner than ever before, education in Alabama is moving toward its ultimate goal of providing every student with a quality education, thereby preparing them for work, college, and life after high school. Alabama’s graduation rates from 2002 to 2008 increased significantly, tripling the national average increase and ranking fourth in the country. Alabama’s progress in reading continues to prove the state’s reading initiative is effective. Educational assessments clearly show the historic gains Alabama made in reading in 2007 (greatest gains in Reading in America and in the history of the National Assessment of Educational Progress) continue to remain steady. Alabama’s trailblazing distance learning program, ACCESS, remains a spectacle of achievement recognized and reported on by national television programs and newspapers across… Continue Reading →
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eric.ed.gov har udgivet: There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare teachers. This paper is one of the first to estimate the effects of features of teachers’ preparation on teachers’ value-added to student test score performance in Math and English Language Arts. Our results indicate variation across preparation programs in the average effectiveness of the teachers they are supplying to New York City schools. In particular, preparation directly linked to practice appears to benefit teachers in their first year. Sample Results for Math with… Continue Reading →
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eric.ed.gov har udgivet: The general-equilibrium effects of performance-related teacher pay include long-term incentive and teacher-sorting mechanisms that usually elude experimental studies but are captured in cross-country comparisons. Combining country-level performance-pay measures with rich PISA-2003 international achievement microdata, this paper estimates student-level international education production functions. The use of teacher salary adjustments for outstanding performance is significantly associated with math, science, and reading achievement across countries. Scores in countries with performance-related pay are about one quarter standard deviations higher. Results avoid bias from within-country selection and are robust to continental fixed effects and to controlling for non-performance-based forms of teacher salary adjustments. (Contains 7 tables, and 1 figure, and 18 footnotes.) Link til kilde
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eric.ed.gov har udgivet: Public education in Alabama is moving in the right direction and is poised to be a national model for the college and career readiness of its students. Through some of the most challenging financial circumstances, public education in Alabama has continued to show great promise in many areas, including reading, math, and science. The success of Alabama education initiatives is lauded in national publications, research studies, and, most importantly, by the teachers and students in their classrooms. Although the momentum for increased educational quality has picked up, now more than ever students must be kept on track to become the most highly prepared high school graduates the state has ever produced. From classroom teachers, schools administrators, and parents, to community and business leaders, all facets of the… Continue Reading →
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eric.ed.gov har udgivet: Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. School system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in “STEM” but also the field with the fewest number of high school students taking its classes. It is also by far the one that has the most room for improvement, and that is computer science. Among the key findings in this report: (1) Only a quarter of high schools offer computer science,… Continue Reading →
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eric.ed.gov har udgivet: School performance pressures apply disproportionately to tested grades and subjects. Using longitudinal administrative data and teacher survey data from a large urban school district, we examine schools’ responses to those pressures in assigning teachers to high-stakes and low-stakes classrooms. We find that teachers who produce greater student achievement gains in math and reading are more likely to be placed in a tested grade-subject combination in the following year and that the relationship between prior performance and assignment is stronger in schools where principals have more influence over assignments. This strategic response has the consequence of disadvantaging achievement in early grades, however, concentrating less effective teachers in K-2 classrooms, which in turn produces lower achievement for those students, as measured by low-stakes assessments, that may persist into tested… Continue Reading →
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