eric.ed.gov har udgivet: For the nearly 39 million U.S. adults who do not have a high school diploma, the General Educational Development (GED) programs and exam have served as the main avenue for improving individuals’ skills and helping them earn a high school credential. However, few students who start these programs ever get this credential, and even fewer advance to the postsecondary education and higher-level training programs that could increase their earning potential. In response to this challenge, the American Council on Education (ACE) partnered with Pearson Inc. to release a new more rigorous GED test in 2014 that assessed the crucial thinking, writing, and analytical skills considered essential for success in today’s labor market. In addition, ACE partnered with the New York City Department of Education’s District 79 (D79),… Continue Reading →
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eric.ed.gov har udgivet: Research for Action (RFA) has completed its second year of a five-year external evaluation of the Project Leadership and Investment for Transformation (LIFT) Initiative in the Charlotte-Mecklenburg School District (CMS). Project LIFT is a public-private partnership between CMS and the local philanthropic and business communities in Charlotte, designed to turn around nine schools in the West Charlotte Corridor. Starting in the 2012-13 school year, Project LIFT operates as a semi-autonomous Learning Community within CMS, providing the initiative with CMS infrastructural support and access to an initial $55 Million investment of private resources to drive a multifaceted reform effort in Charlotte’s highest poverty schools. Project LIFT’s long-term goals are to significantly improve student achievement in the following ways: 1) 90% of students will achieve proficiency in math and… Continue Reading →
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eric.ed.gov har udgivet: This paper reviews nationwide education reforms under No Child Left Behind and state reforms in Florida–comparing federal and state results. The paper examines the danger that federal regulations and incentives pose to testing and accountability systems in Florida and every other state. The limits of No Child Left Behind and the promise of Florida’s success suggest that federal policies that give states greater authority to direct education reform hold promise for improving education when states and citizens commit to effective reforms. The paper states that as policymakers review No Child Left Behind, Congress and the Obama Administration should recognize three important lessons: (1) No Child Left Behind has failed to deliver meaningful improvement in student learning; (2) Florida’s experience demonstrates the opportunity for state-directed education reform; and… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention framework, teachers regularly base important instructional decisions on the results of formative assessments. The validity of these decisions depends, in part, upon the validity of the inference of students’ skills drawn from the formative assessment. If formative assessment items do not genuinely measure the skills they purport to measure–that is, if they are misaligned with their content standards–then the resulting inferences may be threatened. Alignment is thus critical, given the potential practical repercussions of misalignment (e.g., students denied needed interventions). In the following technical report, we report on the alignment of a randomly selected sample of roughly half the easyCBM CCSS middle school math items with the Common Core State Standards (CCSS). Results suggest a high degree of alignment, with 87% of… Continue Reading →
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eric.ed.gov har udgivet: This standards review is the first in a series of annual reviews of the Colorado Model Content Standards. Its purpose is to identify student performance over time on measures of exiting mathematics standards, identify ways to affirm and strengthen standards and more clearly articulate the practices used by Colorado schools to promote student achievement to those standards. Discussion areas include: (1) national overview of K-12 mathematics; (2) math standards and achievement in Colorado; (3) input from educators; (4) research and financial resources; and (5) characteristics of “math-successful” elementary and secondary schools. Ten recommendations are presented for improving mathematics teaching and performance: (1) Be clear about the math topics students are expected to know at each grade level; (2) Be clear about what specific proficient student work looks… Continue Reading →
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eric.ed.gov har udgivet: This study was designed in response to a request from rural educators in the Northeast for support in identifying high-quality online resources to implement the Common Core State Standards for Mathematics (CCSSM). The process for identifying online resources included selecting resources that had an easily navigable CCSSM organizational structure and explicit references to the CCSSM content and/or practice standards. The process for evaluating quality involved math content experts applying the Educators Evaluating the Quality of Instructional Products (EQuIP) rubric to the selected online resources. A total of 184 online resources were initially screened, with 59 meeting all three of these criteria. Among these 59 resources, 19 were determined to be exemplary according EQuIP: 13 of the 19 were classified as instructional resources and 6 of the 19… Continue Reading →
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eric.ed.gov har udgivet: This State-specific summary report serves as an assessment of the Florida’s annual Race to the Top implementation. The Year 3 report for Phase 1 and 2 grantees highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2012 through September 2013. In Year 3, the State continued to execute contracts and implement activities consistent with the State’s amended timelines. In Year 3, Florida implemented the Common Core State Standards (CCSS) in first grade and trained approximately 13,000 educators on implementing the CCSS during summer institutes. Florida Department of Education (FDOE) continued to add CCSS-aligned resources to the Teacher Standards Instructional Tool (TSIT). The State also continued the Math Formative Assessment System (MFAS) providing Florida educators access to approximately 374 tasks and rubrics… Continue Reading →
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eric.ed.gov har udgivet: This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education’s largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students’ achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A… Continue Reading →
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eric.ed.gov har udgivet: This report describes the implementation of policies and initiatives supported by Title I and Title II-A of the federal Elementary and Secondary Education Act (ESEA) during the 2013-14 school year. Title I is one of the U.S. Department of Education’s largest programs, accounting for $15 billion in the 2016 federal budget. Historically, Title I has provided financial assistance to schools and districts with a high percentage of students from low-income families to help increase these students’ achievement. Title II-A of ESEA (Improving Teacher Quality State Grants) likewise provides substantial federal resources to support the education of low-income students, focusing specifically on improving educator quality. Title II-A funds may be used for teacher recruitment and retention, professional development, mentoring, induction, or class-size reduction. State grants under Title II-A… Continue Reading →
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eric.ed.gov har udgivet: The New York State Education Department, in partnership with the New York City Department of Education, developed a “Striving Readers project” to address the literacy needs of early adolescent struggling readers in middle school. The goal of the project was to implement and examine the impact of a one-year comprehensive supplemental literacy intervention offered in New York City middle schools. The 11 schools included in the study were drawn from 4 of the 5 boroughs of New York City, and were relatively homogeneous. Most were primarily male, and Hispanic/Latino. Furthermore, the majority of the students represented diverse backgrounds. The schools served grades 6-8, though ranged in size as well as number of teachers. The sample students were chosen from the pool who had earned scores of 2… Continue Reading →
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