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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 Engagement Framework: A tool for California School Districts

    1/1/11 - Sigman, D. and Dickson, C.

    In support of establishing strong, healthy, and systematic school, family, and community partnerships statewide, the California Department of Education (CDE) engaged the assistance of the California Comprehensive Center at WestEd (CA CC) to develop a tool describing expectations and implementation strategies for integrated family engagement within state educational programs. This Family Engagement Framework is intended to provide guidance to educators, districts, schools, families, and...

  • Father-absense and scholastic performance in primary school children

    1/1/85 - Vandamme, Thomas H., Schwartz, Steven

    Studied the relationship between father absence and academic achievement in 21 females and 19 males from father-present (FP) homes and 21 females and 19 males from father-absent (FA) homes, all of whom were aged 8–12 yrs and of predominantly lower socioeconomic status (SES). Ss completed a battery of psychometric tests, including the Progressive Matrices, the Stanford Diagnostic Arithmetic Test—Levels I and II (Form W) and the GAP Reading Comprehension Test. Differences between...

  • GLSEN Partners on Efforts for LGBT-Inclusive Teacher Prep

    GLSEN’s National School Climate Survey has consistently found that anti-LGBT bias and behavior are pervasive problems in K-12 schools but that supportive educators can change school culture and lead to better academic and psychological outcomes for LGBT youth. While some teacher preparation programs incorporate LGBT-inclusive practices and content into their curriculum and pedagogy, there has been no deliberate, comprehensive national effort to expand the practice throughout the profession.

  • Guidance for Developing and Selecting Assessments of Student Growth for Use in Teacher Evaluation Systems (Extended Version)

    1/1/11 - Herman, J.L., Heritage, M., and Goldschmidt, P. , Assessment and Accountability Comprehensive Center, The Regents of the University of California. National Center for Research on Evaluation, Standards, and Student Testing (CRESST); UCLA.

    States and districts across the country are grappling with how to incorporate assessments of student learning into their teacher evaluation systems. Sophisticated statistical models have been proposed to estimate the relative value individual teachers add to their students’ assessment performance (hence the term teacher “value-statistical models, as well as the value-added measures they produce, have been widely debated. Little attention, however, has been devoted to the quality of the...

  • Hispanic Educational Attainment: The Effects of Family Background and Nativity

    1/1/95 - Wojtkiewicz, Roger A., Donato, Katharine M.

    This article investigates two sources of the difference in educational attainment between Hispanics and non-Hispanics: family background and nativity. Hispanics have fewer of the family background characteristics that lead to higher educational attainment. In addition, Hispanics are much more likely to be foreign born, a characteristic related to lower educational attainment. Authors' study examines the degree to which these differences in family background and nativity explain differences...

  • How California Local Education Agencies evaluate teachers and principals

    1/1/12 - White, M.E., Makkonen, R., Vince, S., Bailey, J.

    In the context of an emerging national focus on evaluating school personnel, the 2009 federal State Fiscal Stabilization Fund (SFSF) program requires that states collect data from all local education agencies about their practices for evaluating teachers and principals. In response, the California Department of Education designed and administered the California Teacher and Principal Evaluation Survey, the state’s irst comprehensive data collection efort focused on teacher and...

  • How Large an Effect Can We Expect from School Reforms?

    1/1/08 - Konstantopoulos, Spyros, Hedges, Larry V.

    Background/Context: Determining the effectiveness of reform strategies is a major part of the current and future educational research agenda. Effects of education reforms will be evaluated largely quantitatively, and an important aspect of this work will be judging how well reform strategies work. The rhetoric of contemporary school reform suggests two somewhat different solutions to the problem of the interpretive frame. One solution is derived from the idea that the goal of school reform...

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    Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation

    1/16/10 - Suyapa Silvia , Jonathan Blitstein , Jason Williams , Chris Ringwalt , Linda Dusenbury , William Hansen

    "A new evaluation of a violence prevention program for middle schools finds that after one school year, there were no statistically significant impacts on how often students reported that they were victimized by their peers, or committed violence against their peers. In addition, there were no statistically significant impacts of the program on a number of other outcomes such as how often students' reported positive behavior toward their peers or on their perceptions of school safety. The...

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    Improving Reading Comprehension in Kindergarten Through 3rd Grade

    1/28/11 - Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., &, Torgesen, J.

    The fundamental assumption in this guide is that the objective of reading instruction is to give young readers the tools they need to understand increasingly sophisticated material in all subjects from elementary through later years of school. The practices recommended in this guide are therefore not an end in themselves, but the means to developing sound ability in reading comprehension. With this principle in mind, teachers should prepare their reading lessons in a way that encourages...

  • Interculture Communication: A reader

    1/1/94 - Samovar, L & Porter , R

    This book contains materials that are broadly based, comprehensive, and suitable for both undergraduate and graduate students.

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    Intervention: Ladders to Literacy (Adolescent Literacy)

    1/31/10 - What Works Clearinghouse

    Based on two studies, the WWC considers the extent of evidence for Cooperative Integrated Reading and Composition® on adolescent learners to be medium to large for the comprehension and general literacy achievement domains. No studies that meet WWC evidence standards with or without reservations examined the effectiveness of Cooperative Integrated Reading and Composition® on adolescent learners in the alphabetics or reading fluency domains.

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    Learning from the Youth Opportunity Experience: Building delivery capacity in distressed communities

    1/3/09 - Harris, L.

    In 2000, the U.S. Department of Labor awarded significant Youth Opportunity (YO) Grants to 36 high-poverty urban, rural, and Native American communities. The grants were designed to serve all young people in these areas, regardless of income or connection to school or work. The YO grants provided the resources to establish comprehensive approaches at considerable scale. They were catalytic in launching important collaborations in these communities to connect systems, to leverage resources...

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    Matrix of Children's Evidence-Based Interventions

    1/23/09 - Jacqueline Yannacci, Jeanne C. Rivard

    "The NRI Center for Mental Health Quality and Accountability synthesized key literature reviews which summarized the effectiveness of prevention, intervention, and/or treatment programs that can be applied to child and adolescent mental health services. The purpose was not to redefine or create another hierarchy of what constitutes an evidence-based practice vs. a promising practice or emerging practice, but rather to compile a comprehensive list of interventions or programs that have been...

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    National High School Center Early Warning System Tool v2.0: Technical Manual

    1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.

    The Early Warning System (EWS) Tool v2.0 and Technical Manual are offered by the National High School Center, a central source of information and expertise on high school improvement issues that does not endorse any interventions or conduct field studies. Funded by the U.S. Department of Education, the National High School Center serves the Regional Comprehensive Centers in their work to build the capacity of states across the nation to effectively implement the goals of the Elementary and...

  • No Child Left Behind and High School Reform

    1/1/06 - Darling-Hammond, Linda

    Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and...

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