Tag » determine

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  States’ Participation Guidelines for Alternate Assessments Based on Modified Academic Achievement Standards (AA-MAS) in 2008

  1/25/09 - Sheryl S. Lazarus , Christopher Rogers , Damien Cormier , Martha L. Thurlow

  Federal legislation requires that all students, including students with disabilities, be included in state accountability systems. Many students can take the regular assessment with or without accommodations, but some students with disabilities need alternate ways to access assessments. A few students take alternate assessments based on alternate achievement standards (AA-AAS). In April 2007, No Child Left Behind (NCLB) regulations on modified academic achievement standards were finalized...

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  Teaching reading to students with emotional behavioral disorders

  1/3/09 - Lembke, E.

  This article explores the link between emotional behavioral disorders (EBD) and reading performance, and describes four intervention practices that positively impact reading performance for students with EBD. Research shows that some conduct disorders, such as EBD, can be linked to poor reading performance, although the causal relationship has not been determined. More research is needed to determine effective positive interventions for students with EBD, but interviews with several...

• The Mean Is Not Enough: Using Quantile Regression to Examine Trends in Asian-White Differences Across the Entire Achievement Distribution

  1/1/09 - Konstantopoulos, Spyros

  Background: In recent years, Asian Americans have been consistently described as a model minority. The high levels of educational achievement and educational attainment are the main determinants for identifying Asian Americans as a model minority. Nonetheless, only a few studies have examined empirically the accomplishments of Asian Americans, and even fewer studies have compared their achievement with other important societal groups such as Whites. In addition, differences in academic...

• A comparison of the academic performance of Black and White freshman students on an urban commuter campus

  1/1/86 - Mannan, Golam, Charleston, Lillian, Saghafi, Behrooz

  Compared the academic performance of 3,279 entering undergraduates at a midwestern commuter university in terms of whether they had been admitted to the regular academic program or to a remedial program. Based on placement test scores, 152 Blacks and 459 Whites had been placed in remedial English and mathematics courses. Findings show that in terms of grade point averages (GPAs), Black students' performance lagged behind that of White students in both regular and remedial programs even when...

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  A User's Guide to Advocacy Evaluation Planning

  1/30/09 - Julia Coffman

  A User's Guide to Advocacy Evaluation Planning was developed for advocates, evaluators, and funders who want guidance on how to evaluate advocacy and policy change efforts. This tool takes users through four basic steps that generate the core elements of an advocacy evaluation plan, including what will be measured and how. The tool helps users: Identify how the evaluation will be used and who will use it to ensure the evaluation delivers the right kind of information when it is needed; Map...

• An Investigation of the Impact of Racially Diverse Teachers on the Reading Skills of Fourth-Grade Students in a One Race School

  1/1/09 - Burt, Jo Linn, Ortlieb, Evan T., Cheek, Earl H., Jr.

  Despite efforts from the No Child Left Behind Act (2000) aimed at better educating minority children, the African American-Caucasian test score gap persists. The population of public school students is increasingly diverse; yet, 90[percent] of public school teachers are Caucasian females (Graybill, 1997). Within this ethnographic dichotomy, what effect does the racial makeup of faculty have on minority student success? This inquiry's central focus is to determine whether teacher ethnicity...

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  Changing the Odds for student success: What matters Most

  1/6/10 - Goodwin, B

  This report attempts to build on Neuman’s review, to include interventions that school can, and indeed, must do, to change the odds for students. Our view is that schools should be at the center of any effort to meet the needs of all students, is for no other reason than they are where millions of American students are currently educated. Those students need better opportunities today. Thus, the approach of this report is to determine principles and practices that can be employed right...

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  Child and Program Characteristics of the North Carolina More at Four Pre-kindergarten Program: Year 1 (January - June 2002)

  1/5/09 - Ellen S. Peisner-Feinberg

  The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the...

• College Completion Gaps Between Blacks and Whites: What Accounts for Regional Differences?

  Kodrzycki, Yolanda K.

  Explores reasons for the differential college completion gaps by race across U.S. regions, focusing chiefly on adults between the ages of 25 and 34. Hypotheses; Determinants of college attendance and completion for blacks and whites; Differences in black-white socioeconomic status by region.

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  Determining adequate yearly progress from kindergarten through grade 6 with Curriculum Based Measurement

  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...

• Determining Appropriate Referrals of English Learners to Special Education: Self Assessment Guide for Principals

  1/1/02

  This guide is designed to provide principals and others with a general overview of the issue so that they may review their programs for signs of disproportionality and take appropriate action as needed.

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  Determining processes that build sustainable teacher accountability systems

  1/14/09 - Lucy Steiner

  "Ongoing issues of teacher accountability have impelled several responses in the form of changes to current teacher evaluation practices. This TQ Research & Policy Brief reports preliminary findings and recommendations from a study of such change processes that Public Impact conducted for the National Comprehensive Center for Teacher Quality in three school districts and three state departments of education."

• Disparities in Academic Achievement and Health: The Intersection of Child Education and Health Policy

  1/1/09 - Fiscella, Kevin, Kitzman, Harriet

  Recent data suggest that that the United States is failing to make significant progress toward the Healthy People 2010 goal of eliminating health disparities. One missing element from the US strategy for achieving this goal is a focus on gaps in child development and achievement. Academic achievement and education seem to be critical determinants of health across the life span and disparities in one contribute to disparities in the other. Despite these linkages, national policy treats child...

• Evaluating the elimination of disparities: issues and approaches to health status and outcomes assessment

  9/1/98 - Wells, Barbara L., Conviser, Richard

  Part of a special issue on the Health Resources and Services Administration (HRSA). Most HRSA evaluation activities are funded through the 1 percent evaluation set-aside authority, and these are most closely examined within the agency. The framework for planning and creating priorities for evaluation studies is provided by agency, bureau, and program strategic plans, in addition to Department of Health and Human Services priorities. Studies that determine the extent to which HRSA is...

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  Evaluation of the North Carolina More at Four Pre-kindergarten Program: Children’s Longitudinal Outcomes and Classroom Quality in Kindergarten

  1/5/09 - Ellen S. Peisner-Feinberg, Catherine L. Maris

  The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the...

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  Evaluation of the North Carolina More at Four Pre-kindergarten Program: Performance and Progress in the Seventh Year: Year 7 (July 1, 2006-June 30, 2007)

  1/5/09 - Ellen S. Peisner-Feinberg, Jennifer M. Schaaf

  The FPG Child Development Institute is conducting the statewide evaluation of the More at Four program. The evaluation is designed to provide information that can be used for determining program effectiveness for children (accountability), program improvement (strengths/ weaknesses, suggested areas for technical assistance), and decision-making for future activities and funding. The overall evaluation will address questions about who is being served by the More at Four program, the...