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Category: EDUCATION

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    Engagement-based sheltered instruction

    1/9/10 - Intercultural Development Research Association,

    "Are your English language learners meeting state standards and passing required tests? IDRA’s new research-based sheltered instruction model can assist you in improving the academic success of your English language learners."

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    Engaging older youth: Program and City-Level Strategies to Support Sustained Participation in Out-of-School Time

    1/5/10 - Sarah N. Deschenes, Amy Arbreton, Priscilla M. Little, Carla Herrera, Jean Baldwin Grossman, Heather B. Weiss, Diana Lee

    "It’s not just elementary school children who can benefit from strong after-school and other out-of-school time (OST) programs; middle- and high-school students stand to gain as well. But programs have found it is much tougher to recruit older than younger youth and make sure they participate in OST activities regularly. This study looks at almost 200 programs serving mostly disadvantaged young people in six cities that are building systems of out-of-school time programs. Delving into how...

  • Equity and Empathy: Toward Racial and Educational Achievement in the Obama Era

    1/1/09

    Reflecting on the 2008 election, Prudence Carter challenges the popular notion that President Obama's victory is symbolic of a postracial society in the United States. Citing statistics about the opportunity gap that still exists in our nation's schools -- as well as the recent Supreme Court cases that served to halt racial desegregation -- Carter argues that we must continue to push for truly integrated schools, where black and Latino students are provided with the resources, high...

  • Eradicating the Achievement Gap: History, Education, and Reformation

    1/1/08 - Allen, Sharonda

    The article discusses how the achievement gap can be abolished through tracing the roots of public school education, a curriculum applicable to all students and through reform efforts of educators. Senior fellow of the J. McDonald Williams Institute defined achievement gap as examining differences in racial and socioeconomic factors affecting student achievement in U.S. schools. An overview of the suggestions for reform efforts of educators is offered. The author suggests that educators must...

  • Evaluating the elimination of disparities: issues and approaches to health status and outcomes assessment

    9/1/98 - Wells, Barbara L., Conviser, Richard

    Part of a special issue on the Health Resources and Services Administration (HRSA). Most HRSA evaluation activities are funded through the 1 percent evaluation set-aside authority, and these are most closely examined within the agency. The framework for planning and creating priorities for evaluation studies is provided by agency, bureau, and program strategic plans, in addition to Department of Health and Human Services priorities. Studies that determine the extent to which HRSA is...

  • Examining Disparities in Mathematics Education: Achievement Gap or Opportunity Gap?

    1/1/07 - Flores, Alfinio

    The so-called achievement gap in mathematics is reframed as a problem of unequal opportunities to learn experienced by many low-income students and many Latino and African American students. First, data are presented showing striking and persistent differences on standardized tests among students of different ethnic groups, and socioeconomic levels. Then evidence is presented demonstrating that opportunities to learn mathematics are not equally distributed among all students. Specifically...

  • Examining the "Model Minority Myth": A Review of "Asian Americans in Class: Charting the Achievement Gap among Korean American Youth"

    1/1/08 - Amos, Yukari Takimoto
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    Expanded Learning Time by the Numbers

    1/23/10 - Center for American Progress,

    "Expanding learning time, or ELT, in schools is a core strategy on the national education reform agenda as policymakers and educators recognize that the standard school calendar does not fit many students’ needs. Most U.S. students attend school for an average of 6.5 hours a day, for 180 days a year. This is not nearly enough time for many students, particularly those who are English language learners and those who start the school year learning below their grade level."

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    Expanded time, enriching experiences: Expanded learning time schools and community organization partnerships

    1/1/10 - Kathleen Traphagen, Christine Johnson_Staub

    "We chose to study four standard district public schools in Massachusetts and one public charter school in New Jersey. We focused on Massachusetts because it is the only state where ELT is a statewide, publicly funded initiative. The Massachusetts ELT initiative is administered by the state’s Department of Elementary and Secondary Education, or ESE, and supported by a unique public-private partnership with the nonprofit intermediary Massachusetts 2020. We were interested in examining how...

  • Family Must Be a Part of the Solution in Closing the Achievement Gap

    1/1/08 - Darling, Sharon

    The writer endorses family literacy programs as a tool for closing the achievement gap. He cites research demonstrating the effectiveness of such programs.

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    FAQ: Using Title I of ESEA for early education

    1/1/10 - Hannah Matthews, Danielle Ewen

    "This FAQ provides answers to commonly asked questions on the use of Title I of ESEA funds for early education. Answers are based on the authors’ understanding of the ESEA law and ED guidance on Title I to date."

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    Final report: How district-wide systems change impacted LRE for students with severe disabilities

    1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

    "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

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    Fostering Emotional Literacy in Young Children: Labeling Emotions

    1/18/09 - G. Joseph , P. Strain, M. M. Ostrosky

    This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Emotional literacy is the ability to identify...

  • Framing African American Students' Success and Failure in Urban Settings

    1/1/08 - Lewis, Chance W., James, Marlon, Hancock, Stephen, Hill-Jackson, Valerie

    Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African...

  • From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels

    1/1/05 - Gagne, Francoys

    A study investigated the extent of individual differences in academic performance and their growth over the first nine years of education. Data were obtained from analysis of the developmental standard scores of the Iowa Tests of Basic Skills. Findings revealed that the range between the lowest and highest achievers in most grade levels exceeded the eight-year gap in knowledge between average students in the first and ninth grades. Furthermore, the achievement gap increased by around 145...

  • From the Achievement Gap to the Education Debt: Understanding Achievement in U.S. Schools

    1/1/06 - Ladson-Billings, Gloria

    The achievement gap is one of the most talked-about issues in U.S. education. The term refers to the disparities in standardized test scores between Black and White, Latina/o and White, and recent immigrant and White students. This article argues that a focus on the gap is misplaced. Instead, we need to look at the "education debt" that has accumulated over time. This debt comprises historical, economic, sociopolitical, and moral components. The author draws an analogy with the concept of...

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