eric.ed.gov har udgivet: In 2002/03, the Charlotte-Mecklenburg Schools initiated a broad program of accelerating entry into algebra coursework. The proportion of moderately-performing students taking 8th grade algebra increased from less than half to nearly 90%, then reverted to baseline levels, in the span of just six age cohorts. We use this policy-induced variation to infer the impact of accelerated entry into algebra on student performance in math courses as students progress through high school. Students affected by the acceleration initiative scored significantly lower on end-of-course tests in Algebra I, and were either no more likely or significantly less likely to pass standard follow-up courses, Geometry and Algebra II, on a college-preparatory timetable. We also find that the district assigned teachers with weaker qualifications to Algebra I classes in the first… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this study was to measure the effects of tutoring low achievers on the concepts of carrying and borrowing before they were introduced in the classroom. Twelve low-achieving second-grade students were tutored on these concepts. The tutored children, along with members of two control groups, participated in a pretest covering these ideas. After the two-week tutoring period, members of all three groups participated in a mock classroom. The pre-remediated children performed significantly better than control group members on both types of problems (p less than .01), as well as in classroom participation (p less than .05). (Author/SD) Link til kilde
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eric.ed.gov har udgivet: In this paper, the authors report research focused directly on the validation of the Coding of Academic Teacher-Student interactions (CATS) direct observation instrument. They use classroom information gathered by the CATS instrument to better understand the potential mediating variables hypothesized to influence student achievement. Their study’s purpose is to gather the kinds of validity evidences that match the proposed interpretations and uses of the CATS instrument (Kane, 2008; Messick, 1995). Therefore, they first explore the content aspect of construct validity by collecting information about the content relevance and representativeness of the observation instrument (Messick, 1995). Second, concerned about the consistency of the observation data collected across a number of independent observers, they measure inter-observer agreement. Finally, they focus on the criterion-predictive aspect of construct validity and investigate… Continue Reading →
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eric.ed.gov har udgivet: In response to the recession that began in 2007, the U.S. Congress passed, and President Barack Obama signed into law, the American Recovery and Reinvestment Act of 2009 (Pub. Law 111-5). At an estimated cost of $831 billion, this economic stimulus package sought to save and create jobs, provide temporary relief to those adversely affected by the recession, and invest in education, health, infrastructure, and renewable energy. States and school districts received $100 billion to secure teachers’ jobs and promote innovation in schools. This funding included $3 billion for School Improvement Grants (SIG), one of the Obama administration’s signature programs and one of the largest federal government investments in an education grant program. The SIG program awarded grants to states that agreed to implement one of four… Continue Reading →
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eric.ed.gov har udgivet: This booklet is designed to be used with a video of the classroom of second-grade teacher Victoria Bill. The 40-minute video shows the teacher using a variety of manipulations, facilitating both large- and small-group discussions, and applying a problem-solving approach to math. The text in the booklet is based on spoken comments made by observers as they watched the videotape, and provides added insight into the instructional methods used in the class. The video and the accompanying booklet are divided into 16 events, each representing a change in the activities in the classroom. The discussion of each event begins with an assessment and overall description of the event, followed by discussions of classroom management, problem solving, and teaching strategies used in each example. (ND) Link til kilde
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eric.ed.gov har udgivet: This document reviews the work of the Maryland Mathematics Commission (MMC). The mission of the MMC was to review and provide recommendations on the following critical issues, all of which have the potential to influence mathematics learning in Maryland: (1) improve achievement in mathematics at every level, in every school and school district; (2) a balanced mathematics curriculum, pre-K-12; (3) qualified teachers in all mathematics classrooms; (4) daily instructional time in mathematics for all students; (5) establish the role of technology; and (6) raise public awareness about the value of mathematics for all students. The core of the report contains background information, current status, vision, and recommendations, including their rationale for the work analyzing the key areas of achievement, curriculum, instruction, teacher quality, technology, and outreach. (KHR)… Continue Reading →
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eric.ed.gov har udgivet: In 2004-2005, North Carolina’s average teacher turnover rate was nearly 13 percent, ranging from a high of 29 percent to a low of 4 percent. Turnover among teachers in low-performing schools was substantially higher, with a low of 12 percent and a high of 57 percent. North Carolina has put strategies in place to address teacher retention but how will these strategies impact retention at low-performing schools? This research update summarizes three studies that address issues related to teacher retention. One study examined North Carolina’s use of an annual bonus to certified math, science and special education teachers working in high poverty or academically failing public secondary schools. The study found that: (1) The bonus payment was sufficient to reduce mean turnover rates of the targeted teachers… Continue Reading →
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eric.ed.gov har udgivet: The purpose of this 4-year efficacy trial, funded by IES under the Mathematics and Science Education topic, is to study the efficacy of a (Tier 1) core kindergarten math curriculum, “Early Learning in Mathematics” (ELM), when implemented under rigorous experimental conditions. In the first year of this study (2008-09), kindergarten classrooms were randomly assigned, blocking on schools, to treatment and control conditions in two districts in Oregon. There are two primary purposes of this presentation. The first is to briefly present impact findings from the first year of the 4-year study. The second focus of the presentation will be to discuss procedural fidelity and variations in the quality of implementation of the intervention. The focus of the discussion will be on the nature of the association between… Continue Reading →
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eric.ed.gov har udgivet: “Teach For America” (“TFA”) is a highly selective route to teacher certification that aims to place non-traditionally trained teachers in high-need public schools. The What Works Clearinghouse (WWC) identified seven studies of teachers trained through “TFA” that both fall within the scope of the Teacher Training, Evaluation, and Compensation topic area and meet WWC group design standards. The WWC considers the extent of evidence for teachers trained through “TFA” on the academic achievement of students in grades pre-K-12 to be medium to large for two student outcome domains–mathematics achievement and English language arts achievement–and small for two student outcome domains–science achievement and social studies achievement. “TFA” teachers were found to have positive effects on mathematics achievement, potentially positive effects on science achievement, and no discernible effects on… Continue Reading →
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eric.ed.gov har udgivet: A single great teacher can change a life by introducing a new language, helping you master a new skill or opening a door you never knew was there. That’s why every year, TNTP awards the Fishman Prize for Superlative Classroom Practice: to celebrate a select cohort of public school teachers who demonstrate exceptionally effective teaching with students from high-poverty communities. Founded in 2012, the Prize is named for Shira Fishman, a TNTP-trained math teacher who has received local and national recognition for her achievements at McKinley Technology High School in Washington, D.C., where she continues to teach today. Each year the selection process becomes more difficult. The winning teachers receive $25,000 each–one of the country’s largest monetary awards for practicing teachers. During the summer of their award… Continue Reading →
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