(34 Results) Page: 1 2 3
- 1/24/09 - Alfredo Artiles, Beth Harry, Equity Alliance at ASU
Do bias or inappropriate practice play a role in the placement of culturally and linguistically diverse students in special education? Is the representation of low-income students in special education programs larger than their representation in the school population at your child’s school? If the answers to these questions are yes, it is possible your child’s school may be facing a problem that is called “overrepresentation” in its special education programs. This paper is one of...
- 3/1/14 - Kysilko, David
Policy makers who want to support students must grapple with a thorny question: "How do we create education policies to prepare youth for the world they'll enter tomorrow when our imagination and thinking is often limited to the world we live in today?" Those who grapple with this essential question recognize a significant challenge: the world, its opportunities and its complexities - including speed of communication, development and use of technology, global connectedness, and other trends...
Numbering nearly 5 million during the 2010-11 school year, English language learners (ELLs) are a diverse
and growing group of K-12 students whose varied linguistic, economic, and cultural backgrounds present unique
needs and assets for the school community. Nationwide, the number of ELLs in the United States has increased by
more than 10 percent in the past decade, although growth rates and percentages differ across states.
- 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.
- 1/2/10 - Center on Education Policy,
"Disparities between boys and girls in reading and mathematics achievement have long been a concern among educators. While the No Child Left Behind Act (NCLB) does not hold school systems directly accountable for making adequate yearly progress (AYP) for the male and female subgroups, as it does for racial/ethnic and other subgroups, the Act does require states and school districts to publicly report test results broken down by gender. These requirements to disaggregate and publicize test...
- 3/1/14 - Ferguson, Maria
When the most recent PISA scores were released last fall, there was a flurry of headlines about America’s
stagnant public schools. American students were characterized as being asleep at the wheel and in need of a
major wake-up call. If we really wanted the public to look closer and try to understand why PISA, NAEP and other
Behind in assessment and losing the shame game kinds of assessments are important, we would need to do more than just shame public schools. We would need to have a...
BPS is expanding dual-language opportunities for students across Boston following the model of the successful Rafael Hernández and
Hurley K-8 Schools as well as similar programs elsewhere in which English Language Learners and native English speakers are
educated in integrated classrooms. The expansion of this program is part of the District’s ongoing effort to raise school quality and
opportunity as we transition to the new Home-Based school choice plan.
In 2010, Governor Arnold Schwarzenegger signed the Kindergarten Readiness Act into law. The law changed the date by which children must turn 5 to enter kindergarten from December 2 to September 1, phasing in the new age requirement by moving the cutoff date back one month per year for three years, beginning in fall of 2012. S.B. 1381 also established a new grade level - transitional kindergarten (TK) - which is the first year of a two-year kindergarten experience for students born between...
- 2/18/14 - Amos, Jason
In a February 4 speech at Buck Lodge Middle School in Adelphi, Maryland, President Obama announced more than $750 million in private-sector commitments from eight companies to deliver cutting-edge technologies to classrooms, including devices, software, teacher professional development, and home wireless connectivity.
- 1/3/09 - National Center on Student Progress Monitoring,
Progress monitoring is a scientifically based practice that teachers can use to evaluate the effectiveness of their instruction for individual students or their entire class. Teachers identify goals for what their students will learn over time, measure their students' progress toward meeting these goals by comparing expected and actual rates of learning, and adjust their teaching as needed. The benefits of progress monitoring include accelerated learning for students who receive more...
- 1/1/13 - Knudson, Joel
A new case study of California’s Garden Grove Unified School District tells the complicated but important story of a comprehensive approach to improving teaching. The case study, published by the California Collaborative on District Reform, found that the district’s relentless focus on supporting teachers from recruitment through retirement to ensure good outcomes for its diverse students pays off.
- 2/4/14 - Dugan Schwartzbeck, Terri
How often do you sit in front of your computer and realize an hour has quickly passed you by? Whether immersed in work, online shopping, catching up with people on Facebook, or reading the latest breaking news, it’s easy to spend an hour in the digital world. What if instead you used that hour to make a difference in the life of a student?
- 1/12/10 - Therriault, S.B., Heppen, J., O’Cummings,M., Fryer, L., and Johnson, A.
This Implementation Guide is designed to build the capacity of school- and district-level practitioners to analyze data from the EWS Tool v2.0. The aim of the guide and the tool is to support school and district efforts to systematically identify students who are showing signs that they are at risk of dropping out of high school, match these students to interventions to get them back on track for graduation, and monitor students’ progress in those interventions. The guide describes an...
- 1/24/10 - Gersten, R., , Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P. , Scarcella, R.
This practice guide, from the Institute of Education Sciences (IES) National Center for Education Evaluation and Regional Assistance, formulates evidence-based recommendations for teaching literacy to English Language Leaners (ELLs) in the elementary grades based on the current body of studies for each area. The authors evaluated the effect sizes of interventions to measure their impact on programs and practices. The recommendations involve areas such as curriculum selection, sensible...
In the 2011-2012 school year, South Shore enrolled approximately 700 students in grades pre-K through 8. Students at South Shore are predominantly African-American and Asian and are drawn mostly from southeastern Seattle.
- 1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU
"This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...