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: Five years ago the No Child Left Behind Act (NCLB) launched a revolution in our education system by insisting that all students should be proficient in reading and math by 2014 and demanding comprehensive reforms to reach this national goal, including strong assessment and accountability systems, a highly qualified teacher in every classroom, more choices for students and parents, a new emphasis on school improvement, and the use of research-based instructional practices. Under NCLB, States and local school districts have made strides in putting these reforms in place, and the first returns are promising. The latest results from the National Assessment of Educational Progress show that we have reversed a decade of stagnation in student achievement, with scores rising significantly in both reading and math in the… Continue Reading →
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eric.ed.gov har udgivet: The Bill and Melinda Gates Foundation has invested in the development and dissemination of high-quality instructional and formative assessment tools to support teachers’ incorporation of the Core Common State Standards (CCSS) into their classroom instruction. Literacy experts have developed a framework and a set of templates that teachers can use to develop content area modules focused on high quality writing tasks closely tied to subject area texts. Math experts have developed formative assessment lessons (FALs) that teachers can incorporate throughout the year’s curriculum. Across both content areas, the tools target the “instructional core” by raising the level of content; enhancing teachers’ skill and knowledge about instruction, content and formative assessment; and catalyzing student engagement in their learning so that they will achieve at high levels. These tools… Continue Reading →
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eric.ed.gov har udgivet: This is the fourth biennial report to Congress on the implementation of the “Elementary and Secondary Education Act’s” Title III State Formula Grant Program (also known as the English Language Acquisition State Grants Program). This report provides information reported by states to the U.S. Department of Education regarding services provided for children served under Title III to ensure that all limited English proficient (LEP) students attain English proficiency and are achieving in reading or language arts and in mathematics at the same high level set by the states for all students. Under the State Formula Grant Program, states also are accountable for the education of immigrant children and youth. In this report, the U.S. Department of Education presents data reported by the 50 states, the District of… Continue Reading →
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eric.ed.gov har udgivet: The National Research Center for Career and Technical Education (NRCCTE) has undertaken three scientifically based research studies in an effort to determine whether the integration of career and technical education (CTE) courses with academic content can increase student achievement. These include the Math-in-CTE study, completed in 2005 (also known as “Building Academic Skills in Context”; Stone, Alfeld, Pearson, Lewis, & Jensen, 2006); the Authentic Literacy Applications in CTE pilot study, completed in 2009, with a full-year study launched in 2010; and the Science-in-CTE pilot study, launched in 2010. Each of these three studies was designed as a group-randomized trial in which teachers and their classes were randomly assigned to control and experimental groups. Each also employed a mixed-methods approach intended to capture qualitative data in order to… Continue Reading →
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eric.ed.gov har udgivet: For school districts in California, just as one set of revolutionary new content standards is beginning to feel familiar, another deep change is brewing. Districts have now had more than five years to wrestle with how they implement the Common Core State Standards for Mathematics (CCSS-M) (NGA Center & CCSSO, 2010). Many have made large-scale changes in their systems. However, state math assessment scores have remained flat, suggesting that many districts may still be in the early stages of understanding and implementing changes that are necessary to support instruction. This report describes how 10 districts participating in the Math in Common (MiC) initiative have approached implementation of the CCSS-M somewhat differently. To implement their district visions of the CCSS-M, each MiC district’s MiC leadership team developed three… Continue Reading →
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