eric.ed.gov har udgivet: The purpose of this study was to examine the alignment of the easyCBM[R] mathematics benchmark and progress monitoring measures to the National Council of Teachers of Mathematics “Curriculum Focal Points” (NCTM, 2006). Based on Webb’s alignment model (1997, 2002), we collected expert judgments on individual math items across a sampling of forms for grades K, 1, and 3-8. We found generally strong alignment across grade levels, focal points, and test forms between the easyCBM[R] mathematics items and the content standards. Example of Rater Materials is appended. (Contains 83 tables.) Link til kilde
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eric.ed.gov har udgivet: The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Between 2002 and 2013 the New York City Department of Education developed a sophisticated system to manage the city’s school supply in response to community needs. But intervention on low-performing schools has slowed, so a number of these schools… Continue Reading →
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eric.ed.gov har udgivet: The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. In recent years, the Los Angeles Unified School District (LAUSD) has experienced declining enrollment, increased competition between its district and charter schools, and an often divided school board. However, education leaders instituted new reforms in the 2017-18 school year,… Continue Reading →
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eric.ed.gov har udgivet: The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. In July 2018, the Orleans Parish School Board (OPSB) will finish receiving all of the schools formerly managed by the state-run Recovery School District, making OPSB the first school system in the country comprised solely of autonomous schools. New… Continue Reading →
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eric.ed.gov har udgivet: “Maths by Email” (MbE) is a free fortnightly email newsletter produced through a partnership between CSIRO Education and the Australian Mathematical Sciences Institute (AMSI), with funding from the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). The principal aim of MbE has been “to communicate that mathematics is making a valuable contribution to the community, is relevant, beautiful, interesting and enjoyable and provides many employment opportunities.” This evaluation study was commissioned by CSIRO Education to provide independent feedback to the editors and publisher of the “Maths by Email” (MbE) initiative to potentially improve the service and to inform decision making regarding future plans for the service. In detail, the study was concerned with (i) who is using MbE and how it is being used; (ii)… Continue Reading →
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eric.ed.gov har udgivet: In the fall of 2009, the President asked his President’s Council of Advisors on Science and Technology (PCAST) to develop specific recommendations concerning the most important actions that the administration should take to ensure that the United States is a leader in STEM (science, technology, engineering, and mathematics) education in the coming decades. In responding to this charge, PCAST decided to focus initially on the K-12 level. This report examines the history of Federal support for STEM education and consider actions that the Federal Government should take with respect to improving leadership and coordination. Subsequent chapters discuss Standards and Assessments, Teachers, Technology, Students, and Schools. Many of the recommendations in this report can be carried out with existing Federal funding. Some of the recommendations could be funded… Continue Reading →
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eric.ed.gov har udgivet: The Citywide Education Progress Report looks at how a city is doing across three goals: (1) The education system is continuously improving; (2) All students have access to a high-quality education; and (3) The education strategy is rooted in the community. Across each goal it presents indicators of what the city is doing and how it is doing. The reports focus on education strategies for the 2017-18 school year. The analyses reflect developments through June 2018. These are updates to the original reports from the 2016-17 school year. Between 2017 and 2018 Atlanta Public Schools deepened its commitment to improving persistently low-performing schools, took steps to increase school-level autonomy, and put new strategies in place to support families through the school choice process. However, a number of… Continue Reading →
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eric.ed.gov har udgivet: Within a response to intervention system of teaching and learning, important instructional decision-making (e.g., implementation of targeted intervention) is regularly tied to the results of formative assessments administered to students throughout the academic year. The validity of these instructional decisions depends to an extent on the alignment between formative measures and the content standards on which classroom instruction is based. Specifically, formative assessments must be aligned to adopted content standards in order for teachers to make valid instructional decisions around individual student learning needs. In this technical report, we report on the alignment between easyCBM® grades K-2 seasonal mathematics benchmark items and the Common Core State Standards (CCSS). Results suggest reasonable alignment to the standards overall, with areas of relatively stronger and weaker alignment across grade level… Continue Reading →
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eric.ed.gov har udgivet: The Guam Department of Education (GDOE) is a single unified and accredited school district consisting of Kindergarten through 12th grade which administers Head Start, pre-Kindergarten GATE programs, and is piloting pre-Kindergarten classes at selected schools. Their 26 elementary, 8 middle, 6 high and 1 alternative schools serve about 30,000 students and are managed by the Superintendent, who is the chief executive officer for the department, and the Executive Secretary of the 12-member Guam Education Board. GDOE is accredited by the Western Association of Schools and Colleges, and uses the following two standards-based or criterion-referenced testing to assess student progress: (1) ACT Aspire, based on the Common Core Standards in English/Language Arts & Math for grades 3-10; and (2) Standards-Based Assessments (SBA) for grades 1-12 in English/Language Arts,… Continue Reading →
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eric.ed.gov har udgivet: This validity study examined the validity of Assessment, Evaluation, and Programming System, 2nd Edition (AEPS®), a curriculum-based, authentic assessment for infants and young children. The primary purposes were to: a) examine whether the AEPS® is a concurrently valid tool for measuring young children’s language, literacy and pre-math skills for accountability purpose and b) explore teachers’ perceptions on using authentic assessment and standardized tests. This was accomplished through implementing both quantitative and qualitative methods. Findings from the study indicated (a) the AEPS® is a concurrently valid (b) there were both advantages and disadvantages of using authentic assessment such as the AEPS® and using standardized tests based on teachers’ perceptions, however, the practical issues of using the authentic measure can be addressed by providing in-depth trainings to teachers and… Continue Reading →
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