Tag » distribution
(129 Results) Page: 1 2 3 4 5 6 7 8 9
- 1/5/09 - Julie Esparza Brown, Jennifer Doolittle, Equity Alliance at ASU
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).
- 1/1/11 - Gonzales, JoEtta & Hamilton, Kori, The Equity Alliance at ASU
Bullying and harassment in schools often includes violations of federally protected civil rights. Many organizations have put forth information regarding bullying and harassment as it relates to the LGBTQ community of youth in our schools, yet the harassment of all other marginalized groups deserves attention as well. This is a pervasive issue that requires collective and immediate action by educators, and a culturally responsive approach is necessary to tackle the problem head-on. This...
- 1/9/09 - Sullivan, Amanda L., Equity Alliance at ASU
"Every student has the right to an education free from discrimination that provides high-quality, equitable opportunities to learn. Unfortunately, sometimes individuals or systems may act in ways that violate this right. Discrimination occurs when people are treated unequally or less favorably than others because of some real or perceived characteristic. In every community and every school, discrimination exists in both intended and unintended ways. It may take the form of direct, overt...
- 1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU
This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special...
- 1/5/09 - Jane Cooley
"Understanding peer effects is critical to evaluating the impact of de facto public school segregation on the achievement of white and nonwhite students. Using a unique panel data set of North Carolina public elementary school students, I estimate a model of achievement production that incorporates heterogeneous responses by students at different points of the achievement distribution, while also allowing for peer spillovers to vary across races and for the formation of different race-based...
- 1/12/10 - Behrstock, Ellen, Matthew Clifford
"This TQ Research & Policy Brief discusses the need for highly qualified and effective teachers to be distributed equitably in schools and districts across all states. It emphasizes the roles of education leaders at the school, district, and state levels in securing such teachers so that all students have equal opportunities to learn."
- 1/5/09 - Carey, K., Roza, M.
"Federal, state, and local policies designed to distribute education funds systematically provide more money to higher-income students and wealthier schools. This is the conclusion of “School Funding’s Tragic Flaw,” a report by the Center on Reinventing Public Education (CRPE) and Education Sector. To illustrate how this three-layered K-12 funding benefits students and schools that are better off, authors Kevin Carey and Marguerite Roza examine two schools that from the outside appear...
- 1/2/10 - U.S. Department of Education,
"This blueprint builds on the significant reforms already made in response to the American Recovery and Reinvestment Act of 2009 around four areas: (1) Improving teacher and principal effectiveness to ensure that every classroom has a great teacher and every school has a great leader; (2) Providing information to families to help them evaluate and improve their children’s schools, and to educators to help them improve their students’ learning; (3) Implementing college- and career-ready...
- 1/5/09 - Greer, M., Taylor, A., Mackey Andrews, S.D., The National Early Childhood Technical Assistance Center
This paper summarizes the fiscal challenges that this legislation presents and proposes a framework for analyzing, adjusting, and maintaining a flexible and self-regulating finance system to support Part C early intervention services for infants and toddlers and their families. The framework design features four phases of work to help agencies understand the issues and make informed decisions for on-going development and support of a Part C finance system.
- 1/22/10 - Southern Education Foundation,
"For the first time in history, public schools in the American South no longer enroll a majority of White students. African American, Latino, Asian-Pacific Islander, American Indian, and multi-racial children now constitute slightly more than half of all students attending public schools in the 15 states of the South. The Southern states have become the nation’s second region, following the West in 2003, where non-White students—students of color—now make up a majority of public...
- 1/9/10 - Lisa Guernsey, Sara Mead
"We, as a nation, are doing a very good job of squandering human potential and making life harder for all Americans as a result. This has to stop. If our government, at the local, state, and federal level, does not start investing in education systems that reach children before kindergarten, and if it does not get serious about providing children with high-quality instruction throughout the earliest years of their schooling, it is wasting taxpayer dollars, ignoring decades of research and...
- 1/3/09 - Fagan, T.
This report describes problems with the way the funds under the No Child Left Behind Act are made available to schools identified for improvement.
- 1/31/10 - Education Law Center,
"Under federal law, states are required to ensure that homeless children have equal access to the same free, appropriate public education, including a public preschool education, as provided to other children and youths. This policy brief provides an overview of the law and its limitations and describes policies that can help increase the number of homeless children included in pre-k programs. It is intended to serve as a resource for state policy makers and advocates seeking to maximize...
- 1/1/04 - Borman, Kathryn M., Eitle, Tamela McNulty, Michael, Deanna, Eitle, David J., Lee, Reginald, Johnson, Larry, Cobb-Roberts, Deirdre, Dorn, Sherman, Shircliffe, Barbara
In the wake of both the end of court-ordered school desegregation and the growing popularity of accountability as a mechanism to maximize student achievement, the authors explore the association between racial segregation and the percentage of students passing high-stakes tests in Florida's schools. Results suggest that segregation matters in predicting school-level performance on the Florida Comprehensive Assessment Test after control for other known and purported predictors of standardized...
- 1/5/09 - Dwight Denison, Leanna Stiefel, William Hartman, Michele Moser Deegan
"In this paper, we analyze the challenges involved in establishing a system to track costs at the school, grade, and subject level that will fit the needs of both internal and external users. To begin, we review the literature on cost accounting that is relevant to micro-level costs and the research that analyzes sub-district level resources. Next, we describe general challenges that arise in reporting at the level of the school and below and we then discuss school-level reporting in...
- 1/5/09 - ETS Policy Information Center,
American education reformers have spent decades redesigning schoolfunding formulas, devising programs, and upgrading tests and curricula, all in pursuit of a noble goal: ensuring that all children, regardless of their race, ethnicity, or wealth, get a public education that will help them succeed in school and in life.