eric.ed.gov har udgivet: Business leaders in New Jersey cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. New Jersey students have made progress in math over the past decade. Yet not enough students–least of all minorities–have the chance to learn challenging content to prepare them for college and careers. Science teachers of low-income, black and Hispanic students are most likely to say they don’t have the resources they need, and their schools are most likely to lack facilities and materials for science instruction. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Idaho cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Idaho students have made some progress in math over the past decade. Yet not enough students–least of all minorities–get the chance to learn challenging content that prepares them for college and careers. Science does not yet seem to be a priority in Idaho: elementary students spend little time on the subject, and most science teachers say they don’t have the resources they need. Link til kilde
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eric.ed.gov har udgivet: This is the first workbook-text in a two-part series written for deaf students. It is remedial in nature, aimed at the secondary level, and covers addition, subtraction, multiplication, and division of whole numbers. The use of the number 10 in explaining the concepts presented is stressed throughout. For the second workbook, see SE 015 828, and for the teacher’s guide, see SE 015 829. (DT) Link til kilde
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eric.ed.gov har udgivet: This report contains a summary of findings from a study conducted in California and Nevada to investigate attitudes towards mathematics and extent of parental influence on three groups of high school students–high math-achieving males (N=59), high math-achieving feamles (N=44), and high verbal/low math females (N=27). Differences between Asian American students and parents and non-Asian students and parents were also examined. The report includes data on student math/science achievement, math study habits, educational and career plans, perceived aptitudes and abilities, extent and nature of parental influence, math-related attitudes, and demographic data on parents. Conclusions point up the similarities and differences between high-math females and each of the other two student groups. Among the findings were: (1) parents’ efforts can make a substantial difference in encouraging young women in… Continue Reading →
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eric.ed.gov har udgivet: This is the second remedial workbook-text in a two-part series written for deaf students at the secondary level. It covers fractions, geometry formulas, decimals and percents, and time. For the first workbook, see SE 015 827, and for the teacher’s guide, see SE 015 829. (DT) Link til kilde
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eric.ed.gov har udgivet: We study the effects of various types of education and training on the ability of teachers to promote student achievement. Previous studies on the subject have been hampered by inadequate measures of teacher training and difficulties addressing the non-random selection of teachers to students and of teachers to training. We address these issues by estimating models that include detailed measures of pre-service and in-service training, a rich set of time-varying covariates, and student, teacher, and school fixed effects. Our results suggest that only two of the forms of teacher training we study influence productivity. First, content-focused teacher professional development is positively associated with productivity in middle and high school math. Second, more experienced teachers appear more effective in teaching elementary math and reading and middle school math.… Continue Reading →
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eric.ed.gov har udgivet: Given the policy goals of course graduation requirements (CGRs), this study first tests the hypothesis that CGRs promote academic excellence and equity by both improving student performance (“productivity hypothesis”) and reducing the gap between student groups as defined by academic ability, race/ethnicity, and socioeconomic status (“equality hypothesis”). This study also assesses whether and how schools differ in CGRs’ effects by testing the following hypotheses that CGRs affect student outcomes more positively in schools with (1) higher concentration of advantaged peers (“school structure hypothesis”), (2) greater academic/instructional capacity (“academic organization hypothesis”), and (3) stronger academic norms/climate (“social organization hypothesis”). This study analyzes the data from the High School Longitudinal Study of 2009 (HSLS:09) that provide the information on high school CGRs in several academic subjects at the school… Continue Reading →
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eric.ed.gov har udgivet: Business leaders in North Dakota find the science, technology, engineering, and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. North Dakota’s students have made some progress in math over the past decade, yet not enough have the chance to learn challenging content to prepare them for college and careers. In contrast to most other states, North Dakota has also witnessed a decline in the numbers of computing degrees and certificates awarded in the state over the past 14 years. Link til kilde
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eric.ed.gov har udgivet: Business leaders in West Virginia cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. West Virginia students have made scant progress in math over the past decade, and too many lack opportunities to learn challenging content to prepare them for college and careers. For example, students spend little time on elementary science, though eighth graders are more likely than their peers in other states to conduct hands-on investigations. Link til kilde
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eric.ed.gov har udgivet: Business leaders in Connecticut cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students’ lagging performance in K-12 is a critical reason why. The good news is that the nation’s most effective STEM education programs can help turn the tide. Connecticut students have made little progress in math over the past decade, and not enough students–least of all minorities–get the chance to learn challenging content that prepares them for college and careers. The state faces some of the biggest racial and ethnic achievement gaps in the nation. Link til kilde
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