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    Engaging the voices of students: a report on the 2007 and 2008 High School Survey of Student Engagement

    1/23/09 - Ethan Yazzie-Mintz

    "This report is designed to provide an overview of the data so that educators, researchers, practitioners, and policymakers, beyond the group of HSSSE participating schools, have access to the picture of student engagement generated by HSSSE and insight into the thoughts, beliefs, and perceptions of the 134,706 students from a variety of schools across the United States who participated in HSSSE 2007 and 2008. First, the report provides profiles of schools and respondents from HSSSE 2007 and...

  • Fighting injustice through education

    1/1/04 - Waite, Cally L., Crocco, Margaret Smith

    The article presents findings from research investigating the history of the U.S. black education during the first half of the twentieth century and provides insight into the application of Brian Simon's, an educationist, ideas to different national context. Hundreds of black scholars pursued advanced degrees at a select group of northern research universities with cutting-edge programmes in the field of education. Belief in the political power to be gained through liberal education...

  • 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...

  • High-Achieving Middle Schools for Latino students in Poverty

    1/1/05 - Jesse, D., Davis, A., & Pokorny, N.

    The study investigates what practitioners are doing Nine middle schools were selected from different to create effective middle schools for Latino students regions of Texas. The schools serve predominantly (the Latino student population in seven of the nine schools was more than 90 percent). The study includes a literature review that places itself within the larger context of research literature. The study’s research findings are organized into six areas that encompass the 57...

  • Inequality in Preschool Education and School Readiness

    1/1/04 - Magnuson, Katherine A., Meyers, Marcia K., Ruhm, Christopher J., Waldfogel, Jane

    Attendance in U.S. preschools has risen substantially in recent decades, but gaps in enrollment between children from advantaged and disadvantaged families remain. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999, we analyze the effect of participation in child care and early education on children's school readiness as measured by early reading and math skills in kindergarten and first grade. We find that children who attended a center or school-based...

  • Learning disabilities research on ethnic minority students: An analysis of 22 years of studies published in selected refereed journals.

    1/1/97 - Artiles, A. J., Trent, S.C., Kuan, L. A.
  • Minority advances in test performance: A response to Jones

    1/1/86 - Wainer, Howard

    Suggests that the advances made by minorities in test performance reported by L. V. Jones (see record 1985-26568-001) must be interpreted with some skepticism in light of the self-selecting nature of the College Board Scholastic Achievement Test and the 120-point gap in scores on this test between Blacks and Whites. (1 ref) (PsycINFO Database Record (c) 2009 APA )

  • Placing children in special education: A strategy for equity. Panel on selection and placement of students in programs for the mentally retarded.

    1/1/82 - Heller, K. A., Holtzman, W. H., & Messick, S.
  • Power/Knowledge: Selected Interviews and Other Writings 1972-77.

    1/1/80 - Colin Gordon. , Colin Gordon et al
  • Practical Guidelines for the Enducation of English Language Learners: Research-based recommendations for the use of accommodations in large-scale assessments

    1/1/06 - Francis, D.J., Rivera, M., Lesaux, N., Kieffer, M., & Rivera, H. , U.S. Department of Education

    The fundamental principles underlying the No Child Left Behind (NCLB) Act of 2001focus on high standards of learning and instruction with the goal of increasing academic achievement—reading and math in particular—within all identified subgroups in the K-12 population. One of these subgroups is the growing population of English Language Learners (ELLs). NCLB has increased awareness of the academic needs and achievement of ELLs as schools, districts, and states are held accountable for...

  • Preschool Antecedents of Mathematics Achievement of Latinos: The Influence of Family Resources, Early Literacy Experiences, and Preschool Attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

  • Preschool antecedents of mathematics achievement of Latinos: The influence of family resources, early literacy experiences, and preschool attendance

    1/1/07 - Lopez, Edward M., Gallimore, Ronald, Garnier, Helen, Reese, Leslie

    Seventy-three Latino middle school students participated in a longitudinal study of the preschool antecedents of their mathematics achievement. Path analysis indicated that family resources (parents' educational level, occupation, and income) predicted home literacy activities, which predicted combined early Spanish literacy and English language proficiencies at kindergarten entry, which predicted elementary mathematics achievement, which in turn predicted middle school mathematics...

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    Principal Attrition and Mobility: Results From the 2008–09 Principal Follow-up Survey

    1/7/10 - Battle, D.

    Because the purpose of this report is to introduce new NCES data through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PFS rather than to discuss all of the observed differences; they are not meant to emphasize any particular issue.

  • Professional Development and Closing the Achievement Gap

    1/1/05 - Hirsh, Stephanie

    Part of a special issue on closing achievement gaps. Schools must select the professional development approach that aligns most closely with the assumptions and beliefs of staff members in order to produce the results desired for students. When beliefs underpinning a new staff development program match the long-held beliefs of participants, change in behavior accelerates, while the reverse is true if when beliefs are not in alignment. Educators might begin the process by ensuring a thorough...

  • Quality School Holding Power Checklist

    1/1/10 - IDRA Resource

    It has never been as important for schools to have the tools needed to decrease their dropout rates. IDRA’s Quality School Holding Power Checklist provides a set of criteria for assessing and selecting effective dropout prevention programs or models, as well as determining if your school is a quality school ready to ensure all students stay in school and succeed.

  • Relating test-taking attitudes and skills and stereotype threat effects to the racial gap in cognitive ability test performance

    1/1/03 - Nguyen, Hannah-Hanh D., O'Neal, Alisha, Ryan, Ann Marie

    This research extended past studies on race effects and stereotype threat (ST) effects outside the academic domain, as well as exploring the mediating role of test-related cognition, motivation, and emotionality in the Black-White cognitive ability test performance differences. One hundred seventy-two undergraduates took a simulated personnel selection test and responded to measures of attitudinal and test-taking skills prior to and after the test. Half of the participants were told that the...

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