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Area » State:Inquiry on Equity in Schooling- 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. - 1/1/07 - Southern Education Foundation,
This SEF research report reviews trends in the growth of low income children in the South’s public schools. The report finds that public schools in the region have enrolled a majority of low income students in each of the last three years (2004-2006) and today the South is the only region in the nation where low income students are 50 percent or more of public school enrollment. The report also provides some historical background on the presence of low income students in Southern states... - 1/1/08 - L. Scott Miller, Eugene Garcia
This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is... - 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... - 1/1/07 - Wyner, J., Bridgeland, J., Diulio, J.
This report discusses new and original research on this extraordinary population of students. Our findings come from three federal databases that during the past 20 years have tracked students in elementary and high school, college, and graduate school. The following principal findings about high-achieving lower-income students are important for policymakers, educators, business leaders, the media, and civic leaders to understand and explore as schools, communities, states, and the nation... - 1/1/09 - Debra Albus, Martha Thurlow, Chris Bremer
The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of... - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of dropout rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/08 - National Dropout Prevention Center for Students with Disabilities,
This report summarizes the NDPC-SD’s findings for Indicator 1 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies. For the sake of convenience, in this report the term “states” is inclusive of the 50 states, the commonwealths, and the territories, as well as the BIE. The evaluation and comparison of graduation rates for the states was confounded by several issues, which are described in the context of the summary... - 1/1/06 - T. B. Parrish, A. Merickel, M. Perez , R. Linquanti, M. Socias, A. Spain, , C. Speroni, P. Esra , L. Brock, D. Delancey
“In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners are taught. Proposition 227 requires that English learners be taught ‘overwhelmingly in English’ through sheltered/structured English immersion programs during ‘a temporary transition period not normally intended to exceed one year,’ and then transferred to mainstream English-language... - 1/1/08 - Southeast Comprehensive Center,
Kristina Anstrom, EdD, assistant director, The George Washington University Center for Equity and Excellence in Education, discusses key considerations at the school, district, and state level, including student characteristics and needs, curriculum and instruction, and educator capacity. - 1/1/09 - Tung, R., Uriarte, M., Diez, V., Lavan, N., Agusti, N., Karp, F., Meschede, T.
"In 2002, Massachusetts voters approved a referendum (Question 2) against the continuance of Transitional Bilingual Education as a method of instruction for English language learners. . . . Question 2 (implemented across the State in fall 2003), replaced a wide-ranging set of bilingual programs with Sheltered English Immersion (SEI) programs. . . . Unlike Transitional Bilingual Education, which relies on English learners’ own language to facilitate the learning of academic content as they... - 1/1/07 - The National Task Force on Early Childhood Education for Hispanics,
"In pursuing this work, the Task Force has given attention to the question of how to use early childhood education to improve the educational fortunes of all Hispanic children, including those from low SES, middle class, and high SES families. This is because, compared with their White counterparts, children from these Hispanic segments are doing less well academically, on average, from the time they start school. However, the Task Force has given highest priority to finding ways to improve... - 1/1/09 - Assessment and Accountability Comprehensive Center,
The Framework for High-Quality English Language Proficiency Standards and Assessments, its accompanying brief, and one-page overview of criteria were conceived as critical tools for states to use in their efforts to ensure that their English learner students achieve English language proficiency (ELP) and also achieve at high levels academically. Building on the best knowledge from relevant research and practice, the Framework provides criteria for high-quality ELP standards and aligned... - 1/1/08 - The Schott Foundation for Public Education,
This website is a data portal that provides parents, educators, media, policymakers, elected officials—and anyone who cares about education and equity—direct access to important, alarming data on the devastating reality of education for Black males across all 50 states - 1/1/09 - Finkelstein, N. , Huang, M. , Fong, A.
English language learners (ELLs) represent a large group that is underrepresented in college. ELLs face an increased challenge to meet college preparatory requirements when courses that are structured to support their language development do not contain the academic content that is required for students to stay on track for college. - 1/1/07 - Kendall, J. S., Pollack, C., Schwols, A., Snyder, C.
Colleges and employers are growing increasingly concerned that high school students lack the knowledge and skills needed for success after graduation. To find out whether the expectations of the Central Region states match the expectations of colleges and the workplace, state standards for what students should know and be able to do in English language arts and mathematics are compared with expectations common to two national studies on skills needed for entry to college and the workplace...
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