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  • Gap or Gaps: Challenging the Singular Definition of the Achievement Gap

    1/1/06 - Carpenter Ii, Dick M., Ramirez, Al, Severn, Laura

    For decades, researchers examined the ‘achievement gap’ between minority and nonminority students. This singular definition of achievement gap ignores important within-group differences. This article uses National Education Longitudinal Study (NELS:88) data to examine within-group differences and compares those across Latino, African American, and White populations. Results question the singular definition of achievement gap. Given the importance of how issues are defined, a singular...

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    The Family: America’s Smallest School

    1/1/10 - Barton, P. & Coley, R.

    The authors of this report examine many facets of children’s home environment and experiences that foster cognitive development and school achievement, from birth throughout the period of formal schooling. They stress that we should think of strengthening the roles of both schools and families, that schools need parents and communities as allies, and that recognizing the importance of the role families play should in no way lessen the need to improve schools. The report also reveals the...

  • What Parents of students with disabilities need to know and do

    1/1/06 - Cortiella, C. , National center on educational outcomes; Council of Chief State School Officers (CCSSO) and Naitonal Association of State Directors of Special Educaiton (NASDSE); U.S. Office of Special Education Programs.

    The No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) are two of the nation’s most important federal laws relating to the education of children. While NCLB seeks to improve the education of all children — with an emphasis on children from low- income families — IDEA focuses on the individual child and seeks to ensure specialized services for children with disabilities so that they may benefi t from education. Lately, these two...

  • What to Look for in a High Quality Preschool

    1/17/14

    The federal government is ramping up its efforts to make preschool available to more children. Members of Congress, for example, have introduced the Strong Start for America’s Children Act to fund early education for 4-year-olds. While increasing access is an important first step, researchers also emphasize the importance of quality. Early childhood education experts at the American Institutes for Research talk about what questions everyone—from parents to policymakers—should ask when...

  • A Practical Guide to Designing Comprehensive Principal Evaluation Systems: A tool to assist in the development of principal evaluation systems

    1/1/12 - Clifford, M., Hansen, U.J., and Wraight, S. , National Comprehensive Center for Teacher Quality , U.S. Department of Education

    Across the country, states and districts are designing principal evaluation systems as a means of improving leadership, learning, and school performance. Principal evaluation systems hold potential for supporting learning and sense of accountability for instructional excellence and student performance. Principal evaluation is also an important component of state and district systems of leadership support efforts, especially when newly designed evaluation systems work in conjunction with...

  • A road map for mathematics achievement for all students: findings from the national mathematics panel

    1/1/09 - Brown, C.,

    The eminence, safety, and well-being of nations have been entwined for centuries with the ability of their people to deal with sophisticated quantitative ideas. Leading societies have commanded mathematical skills that have brought them advantages in medicine and health, in technology and commerce, in navigation and exploration, in defense and finance, and in the ability to understand past failures and to forecast future developments. History is full of examples. During most of the 20th...

  • Accountability Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

    1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

    The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

  • Accountability, Standards, and the Growing Achievement Gap: Lessons from the Past Half-Century

    1/1/06 - Harris, Douglas N., Herrington, Carolyn D.

    The rise of accountability policies during the early 1990s coincided with an increase in the achievement gap between white and minority students, reversing decades of steady improvement in outcome equity. This article explores the policies that helped to reduce the achievement gap before 1990, the effects of the subsequent shift toward accountability, and what can be learned from past successes to guide the future development of accountability systems. An extensive review of research...

  • Achievement Gap vs. Acceleration

    1/1/04 - Johnsen, Susan

    The federal government's use of the phrase "achievement gap" to encourage policy, legislation, and state assessments is contrary to what educators in gifted education know is important to challenging gifted and talented students--acceleration. Although all children should be achieving at a level commensurate with their abilities, or at least at a minimum competency level, the concept of an "achievement gap" creates a "ceiling" so that the gap is reduced but at the expense of gifted and...

  • Asian Americans and Pacific Islanders: Facts, Not Fiction: Setting the record straight

    1/1/08 - National Commission on Asian American and Paciic Islander Research in Education

    The National Commission on Asian American and Paciic Islander Research in Education (CARE), consisting of a national commission, an advisory board, and a research team at New York University, aims to engage realistic and actionable discussions about the mobility and educational opportunities for AAPIs and how distinctions of race, ethnicity, language, and other cultural factors play out in the day-to-day operations of American schools throughout the educational spectrum. In particular...

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    Autism Spectrum Disorders: Diagnosis, Prevalence, and Services for Children and Families

    1/5/10 - Catherine Lord, Somer L. Bishop

    "Recent prevalence rates for autism spectrum disorders (ASDs) are now estimated at about 1 in 110 children in the U.S. Increases in public awareness and research funding in response to the growing numbers of children and adults with this disorder have led to numerous important scientific advances over the last several years. Nevertheless, because ASD remains a diagnosis that is defined completely on the basis of behavior, diagnostic assessment is both complex and expensive. Appropriate...

  • Barriers to School Involvement: Are Immigrant Parents Disadvantaged?

    1/1/09 - Turney, Kristin, Kao, Grace

    Parental involvement at school offers unique opportunities for parents, and this school-based involvement has important implications for children's academic and behavioral outcomes. The authors used data from the Early Childhood Longitudinal Study-Kindergarten Cohort (National Center for Education Statistics, 2001) to examine race and immigrant differences in barriers to parental involvement at school. Minority immigrant parents, compared with native-born parents, reported more barriers to...

  • Basic Facts about Low-Income Children

    2/1/14 - Jiang, Yang; Ekono, Mercedes; Skinner, Curtis

    Children under 18 years represent 23 percent of the population, but they comprise 34 percent of all people in poverty. Among all children, 45 percent live in low-income families and approximately one in every five (22 percent) live in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children’s experience of economic insecurity. This fact sheet describes the...

  • Behind in assessment and losing the shame game

    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...

  • Beyond High School: An Examination of Hispanic Educational Attainment

    1/1/00 - Jasinski, Jana L.

    Low educational attainment has been a barrier to the advancement of Hispanic Americans in the United States, and a number of explanations for this have been suggested. One group of explanations centers around Hispanic Americans' use and exposure to English. A second group of explanations focuses more on socioeconomic disadvantages facing this population. Much of the research that looks at educational attainment among Hispanic Americans, however, does not consider Hispanic group differences...

  • Black-White Differences in Achievement: The Importance of Wealth

    1/1/03 - Orr, Amy J.

    In this article, the author argues that wealth, which is an indicator of both financial and human capital, can affect academic achievement, as well as help to explain the gap in black-white test scores. Analyses reveal that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Because blacks have substantially less wealth than do whites, wealth can help to explain a portion of the racial achievement gap. The implications of the findings...

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