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New Project Forum report on Principal Preparedness to Support Diverse Learners

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    Disproportionate Representation of Culturally and Linguistically Diverse Students in Special Education: Measuring the Problem

    1/31/07 - Martha Countinho, Donald Oswald, Equity Alliance at ASU

    The author of this brief discusses that racial disproportionality in school disciplinary practices has a long history, and still continues today. In the last three decades, racial disproportionality in school suspensions has increased noticeably, especially in high socioeconomic status (SES) schools. Empirical evidence suggests that exclusionary discipline practices result in further exclusion, school failure, and dropout. Today, nationwide African American students are disproportionately...

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    Understanding English Language Learners' Needs and the Language Acquisition Process

    1/10/09 - Alicja Rieger, Ewa McGrail, Equity Alliance at ASU

    This OnPoint tackles the complexity of English language learners’ needs from our point of view. We are native Polish-speaking teacher educators who use our own experiences and knowledge as English language learners in methods courses that we teach in teacher education programs in the United States. We both were born and raised in Poland, and share our passion for our native language and culture with our students, who are either already practicing public school teachers or in the process of...

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    Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions (Volumne I)

    1/5/10 - Kimberly Boller , Sally Atkins-Burnett , Elizabeth M. Malone , Gail P. Baxter , Jerry West

    "This NCEE Reference Report is a ready resource available to help evaluators researchers' select outcome measures for their future studies and also assist policymakers in understanding the measures used in existing IES studies. The two-volume "Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions" provides comparative information about the domain, technical quality, and history of use of outcome measures used in IES-funded evaluations...

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    Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions (Volumne II)

    1/5/10 - Kimberly Boller , Sally Atkins-Burnett , Elizabeth M. Malone , Gail P. Baxter , Jerry West

    "This NCEE Reference Report is a ready resource available to help evaluators researchers' select outcome measures for their future studies and also assist policymakers in understanding the measures used in existing IES studies. The two-volume "Compendium of Student, Teacher, and Classroom Measures Used in NCEE Evaluations of Educational Interventions" provides comparative information about the domain, technical quality, and history of use of outcome measures used in IES-funded evaluations...

  • Teaching Standards: Profiles for six states

    1/1/12 - White, M., Makkonen, R., and Stewart, K.

    These proiles of six states’ teaching standards are part of the report, A multistate review of professional teaching standards, published by the Regional Educational Laboratory West (REL West) in July 2009. That report reviews teaching standards in California, Florida, Illinois, North Carolina, Ohio, and Texas, to inform California’s revision of its teaching standards. A note about terminology and citation of the teaching standards in the state proiles: Terminology. REL West...

  • The Historiography of Gender and Progressive Education in the United States

    1/1/06 - Weiler, Kathleen

    This article examines the feminist historiography of the progressive education movement over the past 25 years using the Foucauldian conception of genealogy and the theoretical approach of critical feminism. Gender has largely been ignored as a significant category of historical analysis in the historiography of progressive education in the United States. The defining history of progressive education in the United States is still Lawrence Cremin’s 1961 work, The Transformation of the...

  • The Inclusion of Students with Disabilities in School Accountability Systems.

    1/1/12 - Harr-Robins, J., Song, M., Hurlburt, S., Pruce, C., Danielson, L., Garet, M., and Taylor, J. , U.S. Department of Education

    Executive Summary Study Background and Research Questions Formerly excluded from measures of educational performance, students with disabilities (SWDs) are now explicitly recognized in federal and state accountability systems. At the national level, the 1997 amendments to the Individuals with Disabilities Education Act (IDEA) laid the foundation for accountability of SWDs by requiring states to include these students in state and district assessments and to report their participation...

  • Workbook for Improving School Climate: Using your California School Climate Health and Learning Survey data.

    1/1/12 - WestED

    This Workbook is a companion resource to the California School Climate Health and Learning Survey System (Cal– SCHLS) which includes the California Healthy Kids Survey (CHKS), the California School Climate Survey for staff(CSCS), and the California School Parent Surve (CSPS). The CHKS, CSCS, and the CSPS contain a wealth of data that can be used to inform decisions meant to foster school improvement efforts, improve school climate, and enhance student engagement and performance and...

  • "PRACTICING WHAT WE PREACH: AN ARGUMENT FOR COOPERATIVE LEARNING OPPORTUNITIES FOR ELEMENTARY AND SECONDARY EDUCATORS"

    1/1/05 - Coke, Pamela K.

    Van Allen (1996) supports a paradigm shift in how Americans think about education, from a view of school as hierarchy to school as continuum. While the relationship between elementary and secondary education is not always visible, teachers can model cooperative learning for students by working as a team across grade levels to solve problems, complete tasks, and accomplish common goals, such as reducing gaps and redundancies in education. Schools could respond more productively to elementary...

  • A "Gap-Gazing" Fetish In Mathematics Education? Problematizing Research on the Achievement Gap

    1/1/08 - Gutiérrez, Rochelle

    A substantial amount of research in mathematics education seeks to document disparities in achievement between middle-class White students and students who are Black, Latina/Latino, First Nations, English language learners, or working class. I outline the dangers in maintaining an achievement-gap focus. These dangers include offering little more than a static picture of inequities, supporting deficit thinking and negative narratives about students of color and working-class students...

  • A Critical Race Analysis of the Achievement Gap in the United States: Politics, Reality, and Hope

    1/1/06 - Taylor, Edward

    Federal educational legislation in the United States has focused increased attention on the racial achievement gap between minority and majority students. The No Child Left Behind (NCLB) legislation has forced high-stakes accountability in public schools, with the assumption that these policies will create performance pressures on schools to improve achievement. Yet, there is considerable evidence that performance pressures alone are unlikely to reverse long-standing racialized policies and...

  • A NEW YEAR'S RESOLUTION FOR 2007: INCREASE UNDERSTANDING OF ADOLESCENT LITERACY TO HELP CLOSE THE ACHIEVEMENT GAP

    1/1/07 - Donlevy, Jim

    The academic Achievement Gap persists even as calls intensify to close it. One fruitful area for helping to address achievement disparities is adolescent literacy. Although a great deal is known about teaching reading in the early grades, not as much is known about middle and high school literacy, areas where the Achievement Gap becomes more pronounced. This article reviews previous New Year's resolutions, calls for greater understanding of adolescent literacy, and describes some...

  • Academic achievement of homeless and highly mobile children in an urban school district: Longitudinal evidence on risk, growth, and resilience

    1/1/09 - Obradović, Jelena, Long, Jeffrey D., Cutuli, J. J., Chi-Keung, Chan, Hinz, Elizabeth, Heistad, David, Masten, Ann S.

    Longitudinal growth trajectories of reading and math achievement were studied in four primary school grade cohorts (GCs) of a large urban district to examine academic risk and resilience in homeless and highly mobile (H/HM) students. Initial achievement was assessed when student cohorts were in the second, third, fourth, and fifth grades, and again 12 and 18 months later. Achievement trajectories of H/HM students were compared to low-income but nonmobile students and all other tested...

  • Access to Higher Education: The Hope for Democratic Schooling in America

    1/1/04 - Burke, J. Bruce, Johnstone, Michelle

    The American aspiration for higher education as a road to a better life for everyone is threatened. As the economic and social gap between the upper third of the population and the bottom third widens, so access to better education, especially to higher education, becomes increasingly difficult to achieve. The traditional role of hope in the American Democratic Dream of a just and fair society is being eroded, as increasing numbers of Americans are marginalized, jailed, recruited into...

  • According to Jim: The Disproportions of Abilities

    1/1/09 - Gallagher, James J.

    The article discusses the factors involved on the issue about disproportion which refers to the absence of minority students in the classroom of gifted students in the U.S. One main factor is an assumption of equality in ability between ethnic and racial groups at birth with no superior races involved. The author explains that the country's educational system is facing real differences in the development of intellectual abilities of students by school age which is a morally and socially...

  • Achieving inclusion through CLAD: Collaborative Learning Assessment through Dialogue

    1/1/08 - Fitch, E. Frank, Hulgin, Kathleen M.

    This study measures the effectiveness of Collaborative Learning Assessment through Dialogue (CLAD) on reading achievement in inclusive classrooms in the USA. The CLAD process involved students collaboratively completing multiple-choice quizzes, using dialogue and critical thinking to reach consensus and receiving immediate feedback on their responses. The procedure was implemented in three third-grade classrooms (n = 30) in a midwestern elementary school for the purpose of reducing a...

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