eric.ed.gov har udgivet: This study provides a comprehensive look at a constructivist one-to-one computing program’s effects on teaching and learning practices as well as student learning achievements. The study participants were 476 fourth and fifth grade students and their teachers from four elementary schools from a school district in the Dallas, Texas, area. Findings indicated consistent and highly positive findings of the efficacy of a constructivist one-to-one computing program in terms of student math and reading achievement, differentiation in teaching and learning, higher student attendance, and decreased disciplinary actions, suggesting a range of possible educational benefits that can be achieved through a comprehensive one-to-one computing educational environment. (Contains 3 tables.) Link til kilde
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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: 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: American students are failing to demonstrate expected competency on basic skills taught in schools. The educational system needs a major overhaul to address declines in scholarly engagement. The State Board of Education (SBE) designed the California High School Exit Exam (CAHSEE) to give some merit to the high school diploma. Minorities and economically disadvantaged students fail to attain minimal proficiency levels on standardized tests and to achieve gains comparable to those attained by students from affluent school districts, even when the most rudimentary skills are being tested. The purpose of this study is to compare existing differences in student achievement by viewing existing data and to gauge faculty perspectives on why some students fare better than others on the CAHSEE. Appended are: (1) Letter of Informed Consent;… Continue Reading →
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eric.ed.gov har udgivet: The gap among ethnicities and gender in mathematics achievement is a well-known problem. While the gap has been shrinking over the past three decades, it has not completely diminished (Jencks & Phillips, 1998; McGraw, Lubienski, & Strutchens, 2006). The ALEKS, Assessment and LEarning in Knowledge Spaces, tutoring system is one promising example of a technology that can target this problem. ALEKS is a Web-based intelligent tutoring system (ITS) that instructs students on the mathematical topics that they are most ready to learn, assesses students’ current knowledge, and evaluates student performance on problems related to those topics. In order to better understand the role that technology can play in decreasing achievement gaps for gender and ethnicity, the authors examined the effect of interacting with ALEKS in a 6th… Continue Reading →
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eric.ed.gov har udgivet: A key element in science education is establishing and maintaining linkages between teachers and researchers that can eventuate in enhanced student outcomes. Determining when and where a new educational program or intervention results in an enhanced outcome can be sensitive to many different forces that the researcher must carefully manage. The target of inquiry-based approach is to increase cognitive abilities such as critical thinking. However, students, teachers, and schools are evaluated based on content student knowledge. Statistical modeling choices affect the ability to determine the efficacy of the intervention and the ability to identify those students who receive the greatest and least benefit from the intervention. As it is imperative to determine how an increase in cognitive abilities corresponds to an increase in content across different demographics… Continue Reading →
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eric.ed.gov har udgivet: The San Diego Unified School District (SDUSD) supports teaching and learning in California’s second-largest school district, educating students from preschool to high school each day. Nearly three quarters of SDUSD students are students of color, including 47% who are Latino/a and 9% who are African American. Almost 60% of students are economically disadvantaged, and 24% are English learners. Despite the wide achievement gaps across the state between students from different racial and socioeconomic backgrounds, SDUSD has excelled at supporting the learning of all students. SDUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students all did better than predicted on California’s math and… Continue Reading →
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eric.ed.gov har udgivet: Sitting just north of the U.S.-Mexico border, the Chula Vista Elementary School District (CVESD) supports teaching and learning in California’s largest elementary school system. Across its 47 schools, CVESD educators serve over 30,000 students each day, 90% of whom are students of color and over one third of whom are English learners. CVESD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies within CVESD that have promoted student learning, especially… Continue Reading →
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eric.ed.gov har udgivet: Long Beach Unified School District (LBUSD) has been nationally recognized as a consistently high-functioning district for more than 2 decades. The district educates approximately 72,200 students, from preschool to high school, in its 86 schools. Almost 90% are students of color, with 57% Latino/a and 12% African American, while 65% are from economically disadvantaged families and 15% are English learners. LBUSD is one of seven districts studied by researchers at the Learning Policy Institute in a mixed-methods study that sought to learn from positive outlier districts in which African American, Latino/a, and White students did better than predicted on California’s math and English language arts tests from 2015 through 2017, after accounting for differences in socioeconomic status. This in-depth case study describes the critical practices and policies… Continue Reading →
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eric.ed.gov har udgivet: While many of the concepts and approaches that comprise student-centered learning have deep roots in learning theory, the cognitive sciences, and youth and child development, empirical research on student-centered learning’s impact in K-12 classrooms remains limited. This report offers highlights from three studies commissioned by Nellie Mae, researched by Education Connection, American Institutes for Research (AIR) and Stanford Center for Opportunity Policy in Education (SCOPE) to examine student-centered learning in depth–what it looks like, and how students may benefit. Together, these studies strengthen the evidence base for those seeking to identify practices that will produce the greatest benefits for students. Furthermore, they provide new insights into how to achieve the highest outcomes equitably. These studies look at how to ensure that all students–including those in underserved groups–get… Continue Reading →
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