Tag » problem

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  Just because I know how to dosen't mean I will

  1/16/09 - Robert Rueda

  When I was growing up, I ended up bedridden for a period of time. After endless days of watching cartoons, I was bored. Thankfully, a friend’s mother brought over a box of books which had been sitting in the attic which she had just cleaned out. I picked it up, and for the first time, was interested in reading without being required to. While I had the skill and knowledge to read, I had no reason or interest to do so.This example illustrates a neglected aspect of schools. Currently there...

• Language Diversity Problem or Resource?

  1/1/88 - McKay, S., & Wong, S. (Eds.)
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  Leadership in the interest of economically disadvantaged students

  1/16/09 - Randy Boomer

  I want to think with you about the most vulnerable people in our schools—children from low-income homes. Principals are aware, probably more than anyone else, that NCLB requires reporting of the progress of economically disadvantaged students. The naming of that category makes students from poor families visible and vulnerable in a whole new way. Kids were poor before, and poverty created gaps in achievement and opportunity, but now there is a newly motivated interest in “fixing” poor...

• Literacy on the Edge: How Close Are We to Closing the Literacy Achievement Gap?

  1/1/05 - Alvermann, Donna E.

  Part of a special section on closing the achievement gap. Educators can help close the literacy gap between ill-served students and their better-served peers. As children with reading difficulties move up through the grades, they present more and harder challenges to their teachers. These frustrated teachers sometimes resort to expecting less of these students in exchange for the students' good will and reasonable effort in completing class assignments that typically require little, if any...

• Literacy Specialists in Math Class! Closing the Achievement Gap on State Math Assessments

  1/1/05 - DiGisi, Lori L., Fleming, Dianne

  Part of a special section on closing the achievement gap. A series of lessons have been developed to help English language learners and standard curriculum students improve their mathematical literacy so that they can answer problems on the Massachusetts state math assessment. Working in the math classroom, the literacy specialist aimed to teach students to recognize the types of vocabulary used in math questions and reinforce math vocabulary, provide students with strategies for reading the...

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  New Hampshire's multi-tiered approach to dropout prevention

  1/3/09 - National High School Center,

  Many states and districts across the country struggle with designing and implementing coherent dropout prevention initiatives that promote academic advancement, especially for special needs students, who drop out at much higher rates than the general student population. New Hampshire has been recognized for its innovative use of data collection and analysis as the key to unlocking the dropout problem.

• New Teachers, High-Stakes Diversity, and the Performance-Based Conundrum

  1/1/06 - Margolis, Jason

  This article explores the impact of high-stakes gate-keeping assessments (of both K-12 students and new teachers) on teacher development of equitable teaching practices. Drawing from two studies of field experiences in Washington State--one of teacher interns and one of cooperating teachers--findings include that state level policies in response to NCLB may actually be decreasing teacher attention to closing the achievement gap. Further, the article explores how even progressive...

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  North Carolina’s ABCD Program: Using Community Care Networks to Improve the Delivery of Childhood Developmental Screening and Referral to Early Intervention Services

  1/18/09 - Sarah Klein , DouglasMcCarthy

  Between 2004 and 2008, North Carolina’s Assuring Better Child Health and Development (ABCD) program quintupled the number of screening tests administered during Medicaid well-child visits to identify young children at risk for developmental disabilities and delays. Referrals to Early Intervention programs quadrupled, helping to increase the percentage of infants and toddlers receiving Early Intervention services statewide-from an estimated 3.0 percent in 2003 to 4.3 percent in 2008. As a...

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  On the front lines of schools: Perspectives of teachers and principals on the high school dropout problem

  1/5/09 - Bridgeland, J., Diulio, J., & Balfanz, R.

  This report has documented a mix of hopeful views and challenging statistics concerning how, and how well, those on the front lines of America's schools -- teachers and principals -- understand the nation's high school dropout crisis. Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than...

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  Paving the way for success in high school and beyond: The importance of preparing middle school students for the transition to ninth grade

  1/3/09 - Grossman, J., Cooney, S.

  This brief presents an overview of issues surrounding the ninth grade transition: why it is so important; why many middle school students find it so difficult; traits related to a successful transition; and what schools can do to ease difficulties in the transition. Research indicates that students unprepared to handle the transition are more likely to disengage from school, which in turn may lead to dropping out—and a host of related problems, thus perpetuating a cycle of poverty for...

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  Primary Language Support: Facilitating English Language Development and Sheltered Content Instruction through Effective use of Students’ Primary Language(s)

  1/21/09 - Wayne Wright

  One of the greatest strengths ELL students bring to the classroom is their primary language (L1). Richard Ruiz (1984) reminds us that effective programs for ELLs view the primary language as a resource, rather than as a problem to be overcome. Even in non-bilingual classrooms teachers can utilize their students’ L1 in a manner which will make content-area instruction in English much more comprehensible (Wright, 2008). As Krashen (1985) has pointed out in his Comprehensible Input...

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  Prioritizing the Nation’s Dropout Factories

  1/2/09 - Tara Tucci

  The crisis is neither silent nor invisible: one in three high school students do not graduate,1 and more than half of those dropouts are produced by just 12 percent of high schoolsa-schools commonly known as ―dropout factories,‖ where just 60 percent or fewer of entering freshman progress to their senior year three years later.2 Although it‘s a concentrated problem, with a small number of schools producing a large share of dropouts, it is not a localized one. Dropout factories are...

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  Proactive Culturally Responsive Discipline

  1/24/09 - Kathleen A. King, Nancy J. Harris-Murri, Alfredo J. Artiles

  The ways that schools intervene with students' challenging behavior have been historically "reactive, exclusionary, and ineffective." Traditional reactive discipline interventions include detention, suspension, and expulsion, all of which punish students by excluding them from school and limiting opportunity to receive positive support for behavior change. In this exemplar, the authors presented how one urban middle school in Phoenix, Arizona incorporates proactive discipline into the...

• Proactive strategies for managing social behavior problems: An instructional approach.

  1/1/88 - Colvin & Sugai
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  Promoting Positive Peer Social Interactions

  1/18/09 - T. Bovey , P. Strain

  This What Works Brief is part of a continuing series of short, easy-to-read, “how to” information packets on a variety of evidence-based practices, strategies, and intervention procedures. The Briefs are designed to help teachers support young children’s social and emotional development. They include examples and vignettes that illustrate how practical strategies might be used in a variety of early childhood settings and home environments.Throughout a typical preschool day, there are...

• Pushing Past the Achievement Gap: An Essay on the Language of Deficit

  1/1/07 - Ladson-Billings, Gloria

  Despite the intense focus on the achievement gap that exists between African American, Latino, and other students of color and their White counterparts, the achievement gap discourse keeps us locked in the deficit paradigm. This article challenges us to look at the inherent fallacies of the achievement gap discourse and place students' academic struggles in the larger context of social failure including health, wealth, and funding gaps that impede their school success. [ABSTRACT FROM...