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Tag: higher

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    Meaningful Measurement: The Role of Assessments in Improving High School Education in the Twenty-First Century

    1/7/10 - Pinkus, L.M.

    Success in today’s global and entrepreneurial economy increasingly requires some form of postsecondary education or training. Yet too many students—particularly poor and minority students—leave the K–12 system without the knowledge and skills necessary for success after high school. The long-term implications of an inadequate education have social and economic consequences for individuals, the communities in which they live, and the nation as a whole. The challenge ahead is twofold...

  • Narrowing the Gap: Effects of a Two-Way Bilingual Education Program on the Literacy Development of At-Risk Primary Students

    1/1/04 - López, Maria G., Tashakkori, Abbas

    Children with limited English proficiency are known to be at higher risk of school failure than their peers. Risk starts early, and the achievement lag of these children often widens with age and progression in the educational system. This study attempted to determine the effects of a 2-way bilingual education program on the literacy development of at-risk kindergarten students who had lower English proficiency and were in a higher failure risk bracket than a comparison group who had higher...

  • 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...

  • Race, inequality and educational accountability: the irony of 'No Child Left Behind'

    1/1/07 - Darling-Hammond, Linda

    The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm...

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    Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide

    1/28/11 - Barrera, M., Shyyan, V., Liu, K. K., & Thurlow, M. L.

    This study focused on the instructional strategies employed at the middle and junior high school level. Teaching and learning at the middle school level have been found particularly challenging, perhaps because the curriculum places greater cognitive demands on emerging adolescents at a developmental stage when students, especially those who have already been struggling, can be at higher risk for academic failure (Mikow-Porto, Humphries, Egelson, O’Connell, & Teague, 2004). ELLs with...

  • Responding to the Quantitative Literacy Gap among Students in Sociology Courses

    1/1/09 - Wilder, Esther Isabelle

    The Integrating Data Analysis (IDA) approach to undergraduate education developed by the American Sociological Association (ASA) and the Social Science Data Analysis Network (SSDAN) has been embedded in the undergraduate sociology curriculum at Lehman College, The City University of New York (CUNY), since 2003. This study draws on student and faculty assessment data from the fall 2004 and spring 2006 semesters to evaluate the effectiveness of this initiative. The results show that students...

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    Safe at School: Addressing the School Environment and LGBT Safety through Policy and Legislation

    1/30/10 - Biegel, S. & Kuehl, S. J.

    Lesbian, gay, bisexual, and transgender (LGBT) students face a unique set of safety concerns each day. Over 85% report being harassed because of their sexual or gender identity, and over 20% report being physically attacked. The suicide rate for LGBT students continues to be 3-4 times higher than that of their straight counterparts, and in some parts of the country LGBT runaways may comprise up to 40% of the entire teen homeless population. Advances in law and policy have helped lead to...

  • School racial composition and academic achievement: the case of Hmong LEP students in the USA

    1/1/08 - Lee, Moosung, Madyun, Na'im

    The existence of the achievement gap is more than just a black-white issue; contrary to stereotypes, it is a concern within Asian homes. Hmong students underachieve in comparison with many East Asian students. Traditional cultural practices and poverty have been identified as explanatory factors. Our data suggest that a more critical factor might be within-school segregation. Utilising a racial exposure statistic, it was found that the more diverse a school became, the higher the achievement...

  • Secondary Mathematics Teachers' Perceptions of the Achievement Gap

    1/1/05 - Bol, Linda, Berry, Robert Q., III

    The purpose of this study was to survey the perceptions of secondary mathematics teachers on factors contributing to the achievement gap and ways to reduce this gap. National Council of the Teachers of Mathematics (NCTM) members were surveyed, and a total of 379 secondary teachers responded. Overall, respondents were most likely to attribute the achievement gap to student characteristics, such as differences in motivational levels, work ethic, and family support. Furthermore, teachers from...

  • Socialization technique helps in academic achievement, trial study finds

    3/5/14 - Layton, Lyndsey

    A popular teaching technique to help elementary students develop emotional and social skills also leads to academic achievement, according to a study released Thursday. In a randomized, controlled trial that examined the technique known as Responsive Classroom, researchers found that children in classrooms where the technique was fully used scored significantly higher in math and reading tests than students in classrooms where it wasn’t applied.

  • Standardized Achievement Tests and English Language Learners: Psychometrics Issues

    1/1/02 - Abedi, Jamal

    Using existing data from several locations across the U.S., this study examined the impact of students' language background on the outcome of achievement tests. The results of the analyses indicated that students' assessment results might be confounded by their language background variables. English language learners (ELLs) generally perform lower than non-ELL students on reading, science, and math--a strong indication of the impact of English language proficiency on assessment. Moreover...

  • State of the Union 2014: Obama's Opportunity Agenda Starts with Public Education

    2/1/14

    Matters of fairness, opportunity and inequality were center stage at this week’s State of the Union address. President Obama rightfully pushed for a higher minimum wage, equal pay for equal work regardless of gender, and extended unemployment insurance as immediate steps that can be taken to help Americans right away.

  • Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

  • Student success skills: A promising program to close the academic achievement gap for African American and Latino students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg, Peluso, Paul

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

  • Student Success Skills: A Promising Program to Close the Academic Achievement Gap for African American and Latino Students

    1/1/07 - Miranda, Alexis, Webb, Linda, Brigman, Greg, Peluso, Paul

    Academic achievement data from four previous Student Success Skills (SSS) studies were aggregated and examined to determine if there were differential effects in improved test scores among White, Latino, and African American students. Results showed that posttest scores for the treatment group were significantly higher than the comparison group in math as well as reading. There were no interactions or main effects for ethnicity. White, Latino, and African American students showed similar...

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    Suspended Education: Urban Middle Schools in Crisis

    1/15/10 - Losen, Daniel J. and Skiba, Russell J.

    Since the early 1970s, out-of-school suspension rates have escalated dramatically. In part, the higher use of out-of-school suspension reflects the growth of policies such as “zero tolerance,” an approach to school discipline that imposes removal from school for a broad array of school code violations - from violent behavior to truancy and dress code violations. In order to better understand the issues of efficacy and fairness in the use of out-of-school suspension, we first must answer...

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