Category » Students

• 

  2005 National School Climate Survey: The experiences of lesbian,gay, bisexual and transgender youth in our nation’s schools.

  1/1/06 - Joseph G. Kosciw, Elizabeth M. Diaz

  "GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools."

• 

  2007 National School Climate Survey: The experiences of lesbian,gay, bisexual and transgender youth in our nation’s schools.

  1/1/08 - Joseph G. Kosciw, Elizabeth M. Diaz, Emily A. Greytak

  "GLSEN's biennial National School Climate Survey is the only national survey to document the experiences of students who identify as LGBT in America's secondary schools. The 2007 survey includes responses from 6,209 LGBT students between the ages of 13 and 21 from all 50 states and the District of Columbia. Data collection was conducted through community-based groups, online outreach, and targeted advertising on the social networking site MySpace."

• 

  2008 Kids Count data book: State profiles of child well-being.

  1/1/08 - Annie E. Casey Foundation,

  This 19th annual KIDS COUNT Data Book provides national and state-by-state information and statistical trends on the conditions of America’s children and families. This year, the KIDS COUNT Data Book essay, “A Road Map for Juvenile Justice Reform,” looks at the nearly 100,000 youth confined to juvenile facilities on any given night in the United States, and what can be done to reduce unnecessary and inappropriate detention and incarceration and increase opportunities for positive youth...

• 

  2009 Kids Count data book: Taking Results Seriously for Vulnerable Children and Families

  1/1/09 - Annie E. Casey Foundation,

  The 20th annual KIDS COUNT Data Book profiles the well-being of America’s children on a state-by-state basis and ranks states on 10 key measures of child well-being. The Data Book essay calls for a “data revolution” that uses timely and reliable information to track the progress and improve the lives of vulnerable children.

• 

  A checklist for improving your annual performance report for indicator 13

  1/1/07 - National Secondary Transition Technical Asssistance Center,

  The Checklist provides a set of questions that states can use to evaluate the quality of their APR response to Indicator 13.

• 

  A Cultural, Linguistic, and Ecological Framework for Response to Intervention with English Language Learners

  1/1/08 - Julie Esparza Brown, Jennifer Doolittle

  Looking through the lens of culturally responsive practice, we consider how best to implement Response to Intervention (RTI) in a way that will provide equitable educational opportunity for students who are English Language Learners (ELLs).

• A framework for developing high-quality english language proficiency standards and assessments

  1/1/08 - Southeast Comprehensive Center,

  Edynn Sato, PhD, director, WestEd Assessment and Accountability Comprehensive Center, discusses the framework for creating high-quality English language proficiency (ELP) standards and assessments. The purpose of the framework is to assist states with interpretation and implementation of Title III requirements for ELP standards and assessments.

• 

  A summary of research on the effects of test accommodations: 2002 through 2004

  1/1/06 - Johnstone, C., Altman, J., Thurlow, M., Thompson, S. J.

  The No Child Left Behind Act of 2001 (NCLB) requires the reporting of participation in assessments overall and by subgroup, including students with disabilities. As states and school districts strive to meet the goals for adequate yearly progress required by NCLB, the use of individual accommodations continues to be scrutinized for effectiveness, threats to test validity, and score comparability. This report summarizes 49 empirical research studies completed on test accommodations between...

• Academic language across grade levels and content areas

  1/1/08 - Southeast Comprehensive Center,

  Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language.

• 

  Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.

  1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.

  This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.

• 

  Achievement gap patterns of grade 8 American Indian and Alaska Native students in reading and math

  1/1/09 - Steven Nelson, Richard Greenough, Nicole Sage

  The results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and...

• 

  Achievement Gaps Between Female and Male Latino Students

  1/1/08 - Julio Cammarota

  Throughout the 1990’s, I documented the education, work and family experiences of Latino youth in California (see my book, Suenos Americanos). My intention was to understand how young Latinos might achieve some success (i.e. educational achievement or decent employment) in a hostile political and economic environment. The most surprising finding of my research was that Latina females fared much better than Latino males, sometimes within the same family.

• 

  Addressing Culturally and Linguistically Diverse Students: Overrepresentation in Special Education: Guidelines for Parents

  1/1/04 - Alfredo Artiles, Beth Harry

  Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...

• 

  Addressing Diversity in Schools: Culturally Responsive Pedagogy

  1/1/04 - Heraldo Richards, Ayanna Brown, Timothy Forde

  This practitioner brief deals with how to address educational needs of culturally and linguistically diverse students. It applies to all parents and teachers of culturally and linguistically diverse (CLD) children. The authors of this article suggest that as more and more students from diverse backgrounds populate 21st century classrooms and efforts mount to identify effective methods to teach these students, the need for pedagogical approaches that are culturally responsive intensifies...

• 

  Addressing dropout related factors at the local level: Recommendations for administrators

  1/1/08 - Smith, S.C., Bost, L.W.

  With diligence and the appropriate framework, administrators can create positive change at the local level for both students and faculty, while increasing school completion rates for students with disabilities.

• 

  Addressing Homelessness in Urban Schools

  1/1/06 - Lynn K. Wilder, Elizabeth J. Rotz , Amy W. Sonntag

  This On Point is for all teachers who want to explore issues around homeless children. Students who experience homelessness are people first. Like their peers, they have unique hopes, dreams, cultural heritages, abilities, disabilities, and unique personality traits. As urban schools become more sophisticated in developing their support systems for students, it is important that systems stress personalization rather than generalization. The authors discussed that homelessness is a serious...