eric.ed.gov har udgivet: On June 9, 2003, the Task Force on the Education of Maryland’s African-American Males was convened by the Maryland K-16 Leadership Council (chaired by the University System of Maryland Chancellor William E. Kirwan, former Maryland Acting Secretary of Higher Education John A. Sabatini, Jr., and Maryland State Superintendent of Schools Nancy S. Grasmick) to evaluate Maryland’s progress in addressing persistent academic achievement problems imperiling African-American boys and men. This Task Force was co-chaired by Vice President Dunbar Brooks, Maryland State Board of Education and Treasurer Orlan M. Johnson, Board of Regents, University System of Maryland. The task force evaluated the successes and failures of Maryland’s public schools with regard to African-American males’ school readiness; reading, math, and science achievement; attendance, graduation, suspension, and expulsion rates; participation in… Continue Reading →
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eric.ed.gov har udgivet: This is the 12th annual report on conditions affecting the Racine Unified School District (RUSD). This year, the analysis again focuses on the long-term historical trends in RUSD. The analysis compares RUSD data to data of nine peer school districts as well as statewide data. The peer districts are defined as those Wisconsin districts with enrollments most similar to the enrollment in Racine. In addition to enrollment trends, the findings pertain to three RUSD quality objective measures: operational efficiency, student engagement, and student achievement. Operational efficiency includes finance data, student engagement includes attendance and disciplinary data, while student achievement includes test scores and graduation rates. Major findings include: (1) RUSD enrollment declined for the second year in a row; (2) RUSD jumped up in the peer rankings,… 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: To Educate All Children (TEACH) provides educators with intensive one-on-one training in classroom culture, focusing on de-escalation, conflict resolution, nonverbal communication, and building student’s self confidence. Through intensive educator training, TEACH helps educators create safe, calm learning environments for students (TEACH, n.d.). Trained educators develop skills that support positive classroom management. Consequently, it is expected that schools experience a decrease in student disciplinary referrals, calmer and more productive classrooms, and improvements in student achievement. Research has shown that students’ perceptions of teacher support play a central role in feeling connected to school and to socio-emotional well-being (Stracuzzi and Mills, 2010). Student connectedness also has been found to protect students against risky and problem behaviors in school (Catalano, Haggerty, Oesterle, Fleming, & Hawkins, 2004; CDC, 2009). There is… Continue Reading →
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eric.ed.gov har udgivet: Research shows that school-wide positive behavior supports (SWPBS) can be an effective alternative to traditional reactive, punitive approaches to problem behavior. However, few studies examine the use of the approach as part of a comprehensive school improvement process involving academic as well as behavioral goals, particularly with regard to use of data-driven decision making and data teams. This article describes the efforts of a low-performing middle school in establishing preventative measures and interventions within such a framework. Results indicate a reduction in teacher discipline referrals and student suspensions, including those involving students with disabilities and statistically significant improvement on 30 of 47 items of a school climate and student resiliency survey. In addition, school scores on state mastery tests in both reading and math improved by 25%… Continue Reading →
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eric.ed.gov har udgivet: Oregon Mathematics, Engineering, Science Achievement (MESA) focuses its afterschool programs with middle and high school students on inventions that address key problems in developing countries, such as sustainable lighting, water transportation, water filtration, and prosthetics. With the support of a grant from the Oregon Community Foundation, MESA expanded its afterschool program to four Salem-Keizer Public Schools middle schools in the 2014/15 and 2015/16 school years. The goal of this expansion was to help underrepresented minority and low income students achieve scholastic success, leadership skills, and social support for college enrollment through (1) afterschool STEM (science, technology, engineering and math) programs led by teachers from the school served; (2) science and technology competitions; (3) family involvement and advocacy; and (4) mentorship by local college students. At the request… Continue Reading →
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eric.ed.gov har udgivet: Recent evidence on teacher productivity suggests teachers meaningfully influence noncognitive student outcomes that are commonly overlooked by narrowly focusing on student test scores. These effects may show similar levels of variation across the teacher workforce and are not significantly correlated with value-added test score gains. Despite a large number of studies investigating the TFA effect on math and English achievement, little is known about nontested outcomes. Using administrative data from Miami-Dade County Public Schools, we investigate the relationship between being in a TFA classroom and non-test student outcomes. We validate our use of nontest student outcomes to assess differences in teacher productivity using the quasi-experimental teacher switching methods of Chetty, Friedman, and Rockoff (2014) and find multiple cases in which these tests reject the validity of candidate… Continue Reading →
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