Learning Resources

Leadscape is now accepting applications!. Download the application (PDF).

Find out what we’ve been up to! Download the Quarterly Report here!

New Project Forum report on Principal Preparedness to Support Diverse Learners

ability abridged accommodations accuracy action activities administrators adolescent alliance alternate america applies asian assistance attitudes author background blind building characteristics coaching cognitive collaborative collection compared comprehensive conditions connections content context continuing copied council counselors creating critical current database decision describes determine developmental discrimination disorders disparities disproportionality distribution documents download economic efforts emailed emotional engagement ensure environment equalization equitable exceptional expectations explores express factors focus focuses framework funding future gender general gifted governance graduation handbook handouts health helping higher hispanic holder human identity immigrant impact implementation implications important income increasing indicator inequality influence initiative inquiry institute integration interactions international intervening involvement justice kindergarten knowledge large latino leaders lessons listserv local longitudinal making management material matters means mental methods monitoring multicultural multiple number offers organization original paper peers people perceptions permission personal perspectives planning population posted postsecondary poverty power powerpoints preparation preschool prevention print problem process proficiency progress project promoting property psychology psycinfo published questions rates readiness recommendations record reduce refer reflective related relationship requirements retardation selected series serve settings significant sites skills slide society socioeconomic specific start statistics status stereotype structure struggling suggests survey teams technical technology topical total training trends universal users version warranty working writing written years young youth

Tag: requirements

Tag » requirements

  • Equal Access to Content Instruction for English Learners: An Example from Science

    1/1/12 - Brown, Z.A. & DiRanna, K.

    Equal access to content instruction is the foundation of educational equity—it reduces opportunity gaps that lead to achievement gaps. Achievement gaps lead to gaps in college and career access, which lead to income gaps. Income gaps lead to language gaps, thus perpetuating one of the most critical gaps we face in education. This paper is about the importance of equal meaningful access to content instruction for English learners and how academic-language instruction through content...

  • Evaluation of Quality Teaching for English Learners (QTEL) Professional Development

    1/1/12 - Bos, J.M., Sanchez, R.C., Tseng, F., Rayyes, N., Ortiz, L., and Sinicrope, C.

    English language proficiency is critical to academic achievement in the United States. For several decades, educators and policymakers have explored strategies to ensure that English language learner students have access to rigorous academic content as much as non–English language learner students. Educating English language learner students is a challenge that has become a civil rights issue and a topic of federal legislation. In 1968, Congress passed the Bilingual Education Act...

  • High-Stakes Accountability, State Oversight, and Educational Equity

    1/1/04 - Mintrop, Heinrich

    This article argues that outcome-based accountability systems are not likely to close the achievement gap. Using California as an example, it suggests that states need to pay closer attention to learning conditions and powerful programs that deliver quality interventions. The article describes the design of the California low-performing schools program, discusses reasons for its limited effectiveness, and suggests design features that may increase the chances for the state to reach its...

  • High-Stakes Testing: Does the California High School Exit Exam Measure Up?

    1/1/05 - Callet, Valerie J.

    In 2002, President George W. Bush signed the No Child Left Behind Act. In addition to providing additional funding for schools and encouraging local autonomy, the new law focuses on accountability in an attempt to close the achievement gap for all students, leaving no child behind. Perhaps the most striking manifestation of Bush's new law is the amplified attention on high-stakes testing as a means to demonstrate accountability. The California High School Exit Exam (CAHSEE) is California's...

  • Hispanic Educational Attainment: The Effects of Family Background and Nativity

    1/1/95 - Wojtkiewicz, Roger A., Donato, Katharine M.

    This article investigates two sources of the difference in educational attainment between Hispanics and non-Hispanics: family background and nativity. Hispanics have fewer of the family background characteristics that lead to higher educational attainment. In addition, Hispanics are much more likely to be foreign born, a characteristic related to lower educational attainment. Authors' study examines the degree to which these differences in family background and nativity explain differences...

  • pdf

    How Administrators Can Help Novice Special Education Teachers Thrive: Induction Practices That Make a Difference

    1/1/10 - Billingsley, B. S., Griffin, C. C., Smith, S. J., Kamman, M., & Israel, M.

    Increasingly, principals play an important role in new special education teacher induction. Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. This Brief summarizes what principals can do—including promising practices—to help novice special education teachers thrive.

  • pdf

    Including children with disabilities in state pre-k programs

    1/31/10 - Education Law Center,

    "States and local school districts are required by federal law to educate preschool age children with disabilities in typical early childhood programs alongside children who do not have disabilities to the maximum extent appropriate. This policy brief provides an overview of the law and sets forth a list of policy recommendations that can help ensure that children with disabilities receive an appropriate public education in the least restrictive environment. It is intended to serve as a...

  • pdf

    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...

  • pdf

    Learning from the Youth Opportunity Experience: Building delivery capacity in distressed communities

    1/3/09 - Harris, L.

    In 2000, the U.S. Department of Labor awarded significant Youth Opportunity (YO) Grants to 36 high-poverty urban, rural, and Native American communities. The grants were designed to serve all young people in these areas, regardless of income or connection to school or work. The YO grants provided the resources to establish comprehensive approaches at considerable scale. They were catalytic in launching important collaborations in these communities to connect systems, to leverage resources...

  • 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...

  • New professional roles and advocacy strategies for school counselors: A multicultural/social justice perspective to move beyond the nice counselor syndrome

    1/1/08 - Bemak, Fred, Chung, Rita Chi-Ying

    The transformed role of school counselors as advocates is key in reducing the academic achievement gap. Redefining the school counselors' role requires culturally competent practitioners, social justice advocates, and organizational/social change agents. A major obstacle to implementing culturally responsive social justice advocacy and change in schools is referred to as the nice counselor syndrome (NCS). This article discusses the insidious effects of NCS and outlines a set of...

  • No Child Left Behind: Who Wins? Who Loses?

    1/1/05 - Arce, Josephine, Luna, Debra, Borjian, Ali, Conrad, Marguerite

    The article focuses on the 2002 No Child Left Behind (NCLB) Act, signed by U.S. President George W. Bush, focusing on policy and distribution of funds to public schools. Proponents of the act claim that it aims to close the achievement gap by holding school districts and states accountable, encouraging the use of flexible educational approaches, and supporting parents' rights to school choice. However, one question arises about the means by which the U.S. administration's public school...

  • P21 Common Core Toolkit: A guide to aligning the common core state standards with the framework for 21 century skills

    Partnership for 21st Century Skills

    To.succeed.in.the.21st.century,.all.students.will.need.to.perform.to. high.standards.and.acquire.mastery.of.rigorous.core.subject.material.. elements of the American All.students.also.will.need.to.gain.the.cognitive.and.social.skills.that. educational system — enable.them.to.deal.with.the.complex.challenges.of.our.age..The. Partnership.for.21st.Century.Skills.(P21).Framework.for.21st.Century. the curricula that schools ...

  • pdf

    Principals Make a Difference: Recommendations for Strengthening Special Education Teacher Induction

    1/14/10 - Pugach, M. C., Blanton, L. P., Correa, V. I., McLeskey, J., & Langley, L. K.

    Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require additional attention. Find out what principals can do to help novice special education teachers thrive.

  • Professional Development for the 21st Century

    1/1/09 - Partnership for 21st Century Skills

    The CASe for 21ST CeNTury eduCATioN: The success of US education in the 21st century depends upon student acquisition of 21st century skills because: 1 Education is changing. We can no longer claim that the US educational results are unparalleled. Students around the world outperform American students on assessments that measure 21st century skills. Today’s teachers need better tools to address this growing problem. 2 Competition is changing internationally. Innovation and creativity...

  • Race, inequality and educational accountability: the irony of 'No Child Left Behind'

    1/1/07 - Darling-Hammond, Linda

    The No Child Left Behind Act, the major education initiative of the Bush Administration, was intended to raise educational achievement and close the racial/ethnic achievement gap. Its strategies include focusing schools' attention on raising test scores, mandating better qualified teachers and providing educational choice. Unfortunately, the complex requirements of the law have failed to achieve these goals, and have provoked a number of unintended negative consequences which frequently harm...

(63 Results) Page:  1 2 3 4