Tag » equity

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  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.

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  A collective responsibility, a collective work: Supporting the path to positive life outcomes for youth in economically distressed communities

  1/1/08 - Tsoi-A-Fatt, R.

  This paper presents a picture of risk and challenge for youth in distressed communities and outlines how these communities can band together to create a continuum of supportive activities to bolster youth’s success in school and life.

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  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).

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  A developmental perspective on college & workplace readiness

  1/1/08 - Lippman, L., Atienza, A., Rivers, A., Keith, J.

  This report provides a developmental perspective on what competencies young people need to be ready for college, the workplace, and the transition to adulthood. National hand-wringing about the lack of preparedness of high school graduates for college and the workplace has catalyzed researchers, educators, and policymakers to define the skills and competencies students need in order to be successful. These prescriptions tend to focus either on college readiness or on workplace readiness. At...

• 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.

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  A guide to analyzing data from the Family Outcomes Survey

  1/1/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey

  The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well.

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  A national portrait of chronic absenteeism in the early grades

  1/1/07 - Romero, M., Lee, Y.

  It has long been recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth, and ultimately, for their employability as adults. Little is known, however, about chronic school absenteeism among early elementary school students, as well as among children in preschool programs. This brief reveals a significant level of absenteeism in the early school years, especially among low-income children...

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  A new majority: Low income students in the South's public schools

  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...

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  A plan for success: Communities of color define policy priorities for high school reform

  1/1/07 - Campaign for High School Equity,

  This is the Campaign for High School Equity’s inaugural publication. It “makes a compelling case for the need to invest in high schools and provides a blueprint for meaningful reform.” Its recommendations include a call to: (a) make all students proficient and prepared for college and work; (b) hold high schools accountable for student success; (c) redesign the American high school; (d) provide students with the excellent leaders and teachers they need to succeed; and (e) provide...

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  A postive future for black boys: Building the movement

  1/1/06 - Sen, R.

  National education leaders concerned with the plight of Black Boys in public education convened at the Alex Haley Farm in Clinton, Tennessee in May of 2005 to explore the question: “What would it take to build a movement for Black boys and their education?” The conclusions from this important summit are contained in this latest report in The Schott Foundation series entitled: A Positive Future for Black Boys.

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  A reading-focused early childhood education research and strategy development agenda for African Americans and Hispanics at all social class levels who are English speakers or English language learners

  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...

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Connecticut

  1/1/09 - Elizabeth Kozleksi, Amanda Sullivan, Kara Sujansky

  This report provides a snapshot of Connecticut’s efforts to provide for the education of students identified as having disabilities and students identified as CLD.2 We use NCCRESt’s conceptual framework for culturally responsive educational systems, which focuses on the connections between people, policies, and practices, to provide a schema for analyzing the relationships between federal, state, LEA, and school policies.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: North Carolina

  1/1/09 - Elizabeth Kozleski, Amanda Sullivan

  This State Profile provides a snapshot of North Carolina's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Tennessee

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Tennessee's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  A State Profile of Efforts to Create Culturally Responsive Educational Systems: Wisconsin

  1/1/08 - Elizabeth Kozleski, Amanda Sullivan, Federico Waitoller

  This State Profile provides a snapshot of Wisconsin's efforts to address the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education.

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  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...