Tag » local

• Disparities Within: Unequal Spending and Achievement in an Urban School District

  1/1/03 - Condron, Dennis J., Roscigno, Vincent J.

  The debate over whether educational spending shapes achievement has persisted for decades, largely because of methodological and analytical limitations associated with the use of district-level data. In this study, the authors analyzed unique within-district variations in spending and achievement among 89 public elementary schools in a large, North Central, urban district. The analyses reveal considerable disparities in spending within the district, which are linked to local patterns of...

• Disparities Within: Unequal Spending and Achievement in an Urban School District

  1/1/03 - Condron, Dennis J., Roscigno, Vincent J.

  The debate over whether educational spending shapes achievement has persisted for decades, largely because of methodological and analytical limitations associated with the use of district-level data. In this study, the authors analyzed unique within-district variations in spending and achievement among 89 public elementary schools in a large, North Central, urban district. The analyses reveal considerable disparities in spending within the district, which are linked to local patterns of...

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  Present, engaged, and accounted for: The critical importance of addressing chronic absence in the early grades

  1/5/09 - Chang, H., Romero, M.

  “This applied research project, supported by the Annie E. Casey Foundation, sought to explore the prevalence, consequences, potential contributing factors and possible responses to chronic absence in grades K-3. To deepen understanding of the issue, this project supported new analysis of national and local data on student attendance patterns, a review of relevant literature, and interviews with practitioners, researchers, and funders about promising practices and programs. The National...

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  A guide to analyzing data from the Family Outcomes Survey

  1/18/09 - Melissa Raspa, Kathleen Hebbeler, Don Bailey

  The Family Outcomes Survey (FOS) provides a way for state and local programs serving young children to assess the extent to which families have achieved a variety of outcomes. This document provides suggestions on how to analyze the data from the survey; the analyses can then be used to plan for program improvement. The document is written for state agency staff, but many of the suggested analyses could be carried out at the local level as well.

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  A next social contract for the primary years of education

  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...

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  Addressing dropout related factors at the local level: Recommendations for administrators

  1/14/09 - Smith, S.C., Bost, L.W.

  With diligence and the appropriate framework, administrators can create positive change at the local level for both students and faculty, while increasing school completion rates for students with disabilities.

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  Addressing dropout related factors at the local level: Recommendations for teachers

  1/14/09 - Smith, S.C.

  As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior).

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-young, Ngoi, Mephie

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• Addressing the Achievement Gap Between Minority and Nonminority Children by Increasing Access to Gifted Programs

  1/1/04 - Olszewski-Kubilius, Paula, Lee, Seon-Young, Ngoi, Mephie, Ngoi, Daphne

  Project EXCITE is a collaborative program of a university-based gifted center and local school districts designed to prepare gifted minority elementary and middle school students for advanced tracks in math and science in high school. This paper describes the characteristics and components of the EXCITE program and gives data regarding the academic and school achievement of participating students over the past 3 years. Results showed that most of the students were retained in the program...

• African American educators' perspectives on the advanced placement opportunity gap

  1/1/08 - DeVance Taliaferro, Jocelyn, DeCuir-Gunby, Jessica T.

  This study examines perspectives of educators on the advanced placement opportunity gap for African American students. Using interviews with 11 educators from 10 high schools, we explored their perceptions regarding the impact of a local academic achievement program on the enrollment of African American students in honors and advanced placement courses. Results of the analysis suggest that there is a perceived and real gap in the participation of African American students in AP courses...

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  AfterZones: Creating a Citywide System to Support and Sustain High-Quality After-School Programs

  1/23/10 - Laura J. Kotloff

  "Building on a long history of investments in OST learning, The Wallace Foundation launched an out-of-school learning initiative in 2003. The initiative was created to support citywide system-building efforts that could advance three interrelated goals for the OST field: improving program quality, making programs accessible to youth who need them most, and improving youth participation so more children can realize benefits. The Foundation granted funds to five cities to support their...

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  Arrested Development: Addressing the School Discipline Crisis in Florida

  1/3/09 - Florida State Conference NAACP,

  Arresting Development: Addressing the School Discipline Crisis in Florida reveals the findings of these public hearings, which were held in five cities and covered six school districts: Pinellas/Hillsborough (St. Petersburg, FL), Duval (Jacksonville, FL), Palm Beach (West Palm Beach, FL), Broward (Fort Lauderdale, FL), and Miami-Dade (Miami, FL). This report is intended to document the compelling and informative discussions that occurred among the hundreds of hearing participants—parents...

• Attributed for academic achievement: A comparative study in tribal and non-tribal settings

  1/1/08 - Rath, Muralidhar

  The failure or poor performance of tribal students in their academic tests has initiated deep debates and grave discussions now-a-days. It is worthwhile to note that tribal students in India are not only they who reside in ashrams or hostels of different urban schools and colleges, and are mostly compared by researchers with non-tribal students. Rather, a major portion of tribals dwell in rural and tribal settings and some of them pursue their education in poorly maintained schools and...

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  Bitter pill, bitter formula: Toward a single, fair, and equitable formula for ESEA Title I, Part A

  1/1/10 - Raegen T. Miller, Cynthia G. Brown

  "The Center for American Progress proposes in the paper that follows a new funding formula for ESEA Title I, Part A, also known as Title I-A, the largest elementary and secondary program operated by the Department of Education. The program provides school districts serving concentrations of low-income students with funding with the aim of enhancing these students’ educational experience. The formula needs revision because there is much confusion about the four distinct formulas in current...

• Closing the achievement gap: Lessons from Illinois' golden spike high-poverty high-performing schools

  1/1/04 - McGee, Glenn W.

  The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools--Illinois schools that have a sustained...

• Closing the Achievement Gap: Lessons From Illinois' Golden Spike High-Poverty High-Performing Schools

  1/1/04 - McGee, Glenn W.

  The achievement gap is the single most critical issue in American education. This study illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a research framework, the author identifies and examines Golden Spike schools-Illinois schools that have a sustained...