Tag » implications
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- 1/5/10 - Education Commission of the States,
While a common assumption is that students drop out of school because of their social background and school behaviors, the findings from these studies demonstrate that schools can exert important organizational effects on students’ decisions to drop out or stay in school. The research included here holds a number of implications for policy
- 1/1/94 - Ford, D. Y.
- 1/3/09 - Christie, Kathy
Intervention in a school or district designated as low-performing is not to punish. It is to help figure out how to improve student learning. This ECS Issue Brief examines what has been learned from research and looks at the subsequent implications for state policy.
- 1/3/09 - Mackey Andrews, S., Taylor, A.
The focus of this paper is the broad category of family cost participation (FCP), providing a general overview of what is permissible under current federal regulations under a “state system of payments” and how FCP can be structured within this requirement, including a discussion of public policy implications.
- 1/19/09 - Sheldon Horowitz, Laura Kaloi, Susan Petroff
"Five major policy recommendations are made in this paper that, if implemented, would have a significantly positive impact upon transition to kindergarten and subsequent school success for struggling young learners, especially those with learning disabilities."
- 1/3/09 - Kline, C., Williams, E.
This fact sheet provides statistics describing the current status of high school graduates' readiness for life after high school. It highlights some of the challenges and opportunities facing high school students after graduation as well as some of the consequences and implications for America’s underprepared graduates.
- 1/1/89 - Bacharach, S., Conley, S., T. J. Sergiovanni and J. H. Moore
Most of this book's 22 chapters were written as background papers that were presented at a national conference on restructuring schooling held at Trinity University in San Antonio, Texas, August 18-21, 1987. Framing the chapters of this book is the notion that if rational management systems and theoretical treatises about promoting school excellence do not take into account the realities of the workplace, they will not bring about sustained improvements in our nation's schools. Chapters in...
- 1/1/95 - Ford, D. Y., & Harris, J. J., III.
- 1/1/08 - Dancy, I. I. T. Elon E., Brown, I. I. M. Christopher
The nexus between educational attainment and collegiate perceptions for African American male undergraduates after Brown v. Board of Education et al.'s are explored in this study. Terenzini Transitions to College interview protocol was used to assess participants' precollege, in-class, and out-of-class experiences in college. A sample of eight African American men representing diverse socioeconomic backgrounds and precollege experiences was interviewed to gauge their sensemaking in two...
- 1/1/08 - Torff, Bruce
In a line of research employing a survey instrument, the Critical Thinking Belief Appraisal, teachers supported critical-thinking (CT) activities more for high-than low-advantage learners, likely exacerbating a "rigor gap" implicated in persistent achievement gaps. Such beliefs were less likely to be espoused by expert teachers than randomly selected ones, and teacher-education programs mitigated these beliefs but did not expunge them, suggesting a need for interventions that foster belief...
- 1/5/09 - Rhonda Barton
"Beyond any social implications, the performance of these students can carry a disproportionate amount of weight in an educational era dominated by No Child Left Behind. According to the Urban Institute, two-thirds of ELL students nationally come from low-income families. Consequently, an ELL student who does poorly on state achievement tests can potentially affect a school’s adequate yearly progress standing in as many as three categories: Limited English Proficiency, low income, and...
- 1/5/09 - Christie, Kathy
A new ECS Progress of Education Reform highlights recent research that explores what works in improving low-performing schools and districts, examines what is being learned from research and looks at the subsequent implications for state policy.
- 1/1/09 - Morris, Jerome E., Monroe, Carla R.
This article highlights the significance of the U.S. South in scholarly discussions regarding the academic achievement gap involving Black students. Despite national concern, patterns embedded in Black student achievement as related to geographical influences generally are ignored, especially in the South, where the majority of Black people in the United States reside. The authors refine the scholarship on the Black-White achievement gap through an analysis of racialized national spaces and...
- 1/1/90 - Platt, J. M. and J. Olson
- 1/1/97 - Trent, William T.
Presents the report submitted to the court during the 1996 Liddell hearings, which is divided into 2 parts and revised to incorporate points raised during W. T. Trent's testimony on March 19, 1996. Part 1 analyzes the effects of race on student achievement and is based on data supplied by the St. Louis Public School District, cohort files covering 4 cohorts of students, and call-in enrollment data files. Data for the effects of race, student background, prior test scores, school...
- 1/1/93 - Dragga, Sam.