eric.ed.gov har udgivet: This report summarizes the thirteenth survey of states by the National Center on Educational Outcomes (NCEO) at the University of Minnesota. Results are presented for 49 states and 6 of the 11 unique states. The purpose of this report is to provide a snapshot of the new initiatives, trends, accomplishments, and emerging issues during this important period of education reform as states documented the academic achievement of students with disabilities. Key findings include: (1) Fewer than half of the states have defined what college-and-career-readiness means for students with disabilities participating in the alternate assessment based on alternate achievement standards (AA-AAS); (2) Fewer than half of the states offered their current general state assessments on computer-based platforms for math, reading, or science; (3) State technology staff contributed to… Continue Reading →
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eric.ed.gov har udgivet: As the use of online courses in high schools increases rapidly across the United States, schools are using courses from a multitude of sources to achieve a variety of educational goals. Policies and practices for monitoring student progress and success in online courses are also diverse. Yet few states formally track or report student participation in online learning. Iowa and Wisconsin are among the states that do not track such information. This study analyzed data from a survey developed to describe how and why brick-and-mortar public high schools in Iowa and Wisconsin use online learning for their students. The survey, developed by Regional Educational Laboratory Midwest in collaboration with members of its Virtual Education Research Alliance, reflects the need for better information about the basic characteristics of… 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: In the first comprehensive analysis of Illinois’ statewide survey of school climate and learning conditions, this report finds systematic differences among schools in the degree to which students and teachers report strength in the five essential supports. Previous University of Chicago Consortium on Chicago School Research (UChicago CCSR) research has linked strength on the five essentials–effective leadership, collaborative teachers, involved families, supportive environments, and ambitious instruction–to engaging instruction and learning and ultimately to improvements in test score gains and attendance trends. This report analyzes data from the 2013 survey administered by the Illinois State Board of Education and the University of Chicago Urban Education Institute to all teachers and students in grades six through 12. The goal of the survey was to help schools across the state… Continue Reading →
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eric.ed.gov har udgivet: Almost half of Tennessee’s students are not on grade level in reading and math by the time they complete third grade, and very few of those students achieve proficiency in later grades. To combat this trend and support the skill development and academic achievement of all students, Tennessee has adopted a framework for addressing individual learning needs called Response to Instruction and Intervention (RTI[superscript 2]). RTI[superscript 2] promotes the use of research-based, high-quality instruction and interventions and provides an integrated, seamless model that supports student progress at every level. Statewide implementation of RTI[superscript 2] occurred in elementary schools in 2014-15. According to educator reports, elementary schools have embraced the RTI[superscript 2] framework, incorporating its key components into their daily routines. Despite schools’ concerted efforts to implement RTI[superscript… Continue Reading →
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eric.ed.gov har udgivet: This report describes the condition of teacher education preparation at authorized colleges and universities in Colorado, including the total program enrollments, enrollments by licensure or endorsement area, and student demographic and institutional-level data. All approved teacher preparation programs at institutions of higher education, public and private, are compliant with the state’s performance based teacher education measures. The total number of undergraduate teacher education candidates grew twelve percent between 2006 and 2007. The number of traditional-aged students enrolled in teacher education programs grew by forty-seven percent. Students who are members of ethnic minority groups represented small numbers of enrollees in teacher preparation programs. There was a slight decrease in the representation of minority students in teacher education programs from 2006 to 2007: the decrease in Hispanic teacher education… 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: Teacher effort, a critical component of education production, has been largely ignored in the literature due to measurement difficulties. Using a principal-agent model, North Carolina public school data, and the state’s unique accountability system that rewards teachers for school-level academic growth, we show that we can distill effort from teacher absence data and capture its effect on student achievement in a structural framework. We find that: (1) Incentives lead teachers to try harder. The bonus program reduced the number of sick days taken by about 0.6 days for an average teacher; (2) When teachers try harder, students do better. Increased effort of teachers translates into improved student performance. Estimates show that standardized reading scores increased by about 1.3% of a standard deviation and standardized math scores by… Continue Reading →
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eric.ed.gov har udgivet: Based on a statewide survey of professional learning activities among 577 middle school mathematics teachers in Missouri, this study examined two questions: 1) What professional learning activities do middle school math teachers participate in and how much time do they spend in these activities?, and 2) How are teacher qualifications and contextual characteristics associated with the amount of their professional learning activities? The study examined seven types of formal and informal professional learning activities: 1) professional development programs, 2) teacher collaboration, 3) university courses, 4) professional conferences, 5) mentoring/coaching, 6) informal communications, and 7) individual learning activities. The study found that middle school mathematics teachers spend the greatest amount of time involved in teacher collaboration, professional development programs, and individual learning activities. In addition, mathematics teachers in… Continue Reading →
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