(78 Results) Page: 1 2 3 4 5
- 1/25/07 - National Institute for Urban School Improvement,, Equity Alliance at ASU
Chicago Public Schools plans to be the premier urban school district in the country by providing all their students and their families with high quality instruction, outstanding academic programs, and comprehensive student development supports to prepare them for the challenges of the world of tomorrow.
- 1/27/10 - Fergus, Edward
This Equity In Action is intended to provide educators and researchers with the most comprehensive, praxis-oriented information on identifying and reducing disproportionality in schools. Over the course of developing and piloting a data-driven process (2004-2010) for identifying root causes, we’ve gained insight into not only the root causes but also the driving forces (internal and external to district) of these root causes. Our data driven root cause process focused on examining various...
- 1/1/12 - Brown, Z.A. & DiRanna, K.
Equal access to content instruction is the foundation of educational equity—it reduces opportunity gaps that
lead to achievement gaps. Achievement gaps lead to gaps in college and career access, which lead to income
gaps. Income gaps lead to language gaps, thus perpetuating one of the most critical gaps we face in education.
This paper is about the importance of equal meaningful access to content instruction for English learners and
how academic-language instruction through content...
- 1/1/09 - The Center for Comprehensive School Reform and Improvement
every spring, education-related newspaper and magazine stories raise the alarm that schools are “teaching to the test.” Scores of articles and editorials paint a disheartening picture of frustrated teachers forced to abandon good instructional practices for a relentless stream of worksheets based on boring, repetitive test-preparation materials. even Hollywood actors are chiming in. actress alfre Woodard recently told a louisiana newspaper, “My sister-in-law is left standing in front...
- 1/22/10 - Lindsay Fryer , Amy Johnson
"The foundation for this needs assessment tool is the National High School Center’s Eight Elements of High School Improvement: A Mapping Framework. This framework was developed to support researchers, policymakers, and practitioners at all levels in their efforts to maximize the achievement of all high school students. The document outlines eight core elements that can be used as a lens for mapping school, district, and state high school improvement efforts in a comprehensive, systemic...
- 1/1/07 - Donlevy, Jim
The academic Achievement Gap persists even as calls intensify to close it. One fruitful area for helping to address achievement disparities is adolescent literacy. Although a great deal is known about teaching reading in the early grades, not as much is known about middle and high school literacy, areas where the Achievement Gap becomes more pronounced. This article reviews previous New Year's resolutions, calls for greater understanding of adolescent literacy, and describes some...
- 1/1/12 - Clifford, M., Hansen, U.J., and Wraight, S. , National Comprehensive Center for Teacher Quality , U.S. Department of Education
Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting learning and sense of accountability for instructional excellence and student performance. Principal evaluation is also an important component of state and district systems of leadership support efforts, especially when newly designed evaluation systems work in conjunction with...
- 1/30/09 - Julia Coffman
A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...
- 1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara
In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...
- 1/1/90 - Levine, Daniel U., Eubanks, Eugene E.
National data show that in 1986, African-American (AA) and Hispanic (HS) 13-yr-old students with college-educated parents had average reading proficiency scores 16 and 13 points (respectively) below the average for comparable White students. Reading and spelling performance data for 5th-8th graders at a suburban school show that in 1988, AAs were near or above the national norm in spelling but were clearly below the national norm in reading comprehension. Data on AAs' performance in southern...
- 1/15/14 - Waite, Cyndi
As one of only six states receiving a federal Striving Readers Comprehensive Literacy (SRCL) grant, Pennsylvania has designed and implemented an innovative program that focuses on improved instruction and interventions to ensure every student is literate and graduates from high school ready for college and a career.
- 1/1/07 - Mitcham-Smith, Michelle
A commentary on an article by Hipolito-Delgado and Lee that appeared in this issue of Professional School Counseling is provided. In the article, Hipolito-Delgado and Lee proposed that school counselors draw on empowerment theory to help marginalized and oppressed students. The writer discusses the potential of this empowerment framework for developing a multicultural, comprehensive school counseling program.
- 1/1/07 - Teale, William H., Paciga, Kathleen A., Hoffman, Jessica L.
Although Reading First (RF) is having positive effects on early literacy achievement, it is resulting in a curriculum gap. RF, which has received more than $4 billion to improve reading instruction in the primary grades since 2002, is based on phonological awareness, phonics, vocabulary, fluency, and comprehension, five indispensable components of a quality beginning reading program. However, as legislation becomes classroom practice, there have been comprehension instruction gaps, gaps in...
- 1/1/12 - What Works Clearinghouse., U.S. Department of Education
Peer-Assisted Learning Strategies and a similar program known as Peer-Assisted Literacy Strategies are peer-tutoring programs that supplement the primary reading curriculum (Fuchs, Fuchs, Kazdan, & Allen, 1999; Mathes & Babyak, 2001). This review uses the acronym
PALS to encompass both programs and their respective full names when referring to a specific program. Students in PALS classrooms work in pairs on reading activities intended to improve reading accuracy, fluency, and comprehension...
- 1/1/12 - Dunst, C.J; Simkus, A., & Hamby, D.W.
The effects of children's story retelling on early literacy and language development was examined in a meta-analysis of 11 studies including 687 toddlers and preschoolers. Results indicated that children's story retelling influenced both story-related comprehension and expressive vocabulary as well as nonstory-related receptive language and early literacy development. Findings also showed that the use of the characterisitics that experts consider the important features of retelling practices...
- 1/1/12 - The Dunbar Learning Complex
The Dunbar Learning Complex is part of a comprehensive
community change effort underway in Atlanta’s Neighborhood
Planning Unit V with support from the Annie E. Casey Foundation-
Atlanta Civic Site. Since 2001, Casey has utilized research
and data-informed best practices to improve outcomes for
vulnerable children and families in this area by focusing on three
interconnected results: Education Achievement, Family Economic
Success, and Neighborhood Transformation