Tag » years

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  On the Nexus of Race, Disability, and Overrepresentation: What do we know? Where do we go?

  1/5/09 - National Institute for Urban School Improvement, , Equity Alliance at ASU

  The ethnic overrepresentation of students in special education programs in this country has been a recognized problem for more than 30 years. Simply defined, overrepresentation, or the disproportionate placement of students of a given ethnic group in special education programs, means that the percentage of students from that group in such programs is disproportionally greater than their percentage in the school population as a whole.1 Currently, African Americans tend to be significantly...

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  Preventing Disproportionate Representation: Culturally and Linguistically Responsive Prereferral Interventions

  1/5/09 - Shernaz B. García, Alba A. Ortiz, Equity Alliance at ASU

  This practitioner brief deals with culturally and linguistically responsive prereferral interventions for preventing disproportionate representation of culturally and linguistically diverse (CLD) students in special education. It applies to all parents and teachers of CLD students. Disproportionate representation of students from CLD backgrounds in special education has been a persistent concern in the field for more than 30 years. A key question in dealing with disproportionality in special...

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  Reconceptualizing Continuing Professional Development: A Framework for Planning

  1/1/06 - Diane L. Ferguson, Equity Alliance at ASU

  Teachers’ professional preparation, along with their working conditions, has been identified as fundamental to improving elementary and secondary education for the 21st Century (Darling-Hammond, 1997). A recent report by the National Center for Education Statistics (1997) reveals that many teachers are not adequately prepared for their teaching assignments even at initial licensure. This situation is worse in urban districts where significant numbers of teachers are not licensed, where...

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  A child by any other name

  1/16/09 - Kate Scorgie

  "For fifteen years I have been listening to the stories of parents of children with disabilities. Typically these stories begin with accounts of academic struggle or classroom behavior issues, followed by numerous meetings with teachers, administrators and counselors, a barrage of assessments and, finally, a diagnosis-and a label."

• A history of the western Interstate Commission for Higher Education:The first 40 years

  Frank. C. Abbott

  A history of the western Interstate Commission for Higher Education:The first 40 years describes its origin and takes us from those early development years into its impressive growth and success under the leadership of Harnold Enarson and Robert Kropsch

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  A national portrait of chronic absenteeism in the early grades

  1/10/09 - Romero, M., Lee, Y.

  It has long been recognized that chronic absenteeism and school truancy in middle and high school are significant problems with highly visible negative consequences for youth, and ultimately, for their employability as adults. Little is known, however, about chronic school absenteeism among early elementary school students, as well as among children in preschool programs. This brief reveals a significant level of absenteeism in the early school years, especially among low-income children...

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  A new majority: Low income students in the South's public schools

  1/14/09 - Southern Education Foundation,

  This SEF research report reviews trends in the growth of low income children in the South’s public schools. The report finds that public schools in the region have enrolled a majority of low income students in each of the last three years (2004-2006) and today the South is the only region in the nation where low income students are 50 percent or more of public school enrollment. The report also provides some historical background on the presence of low income students in Southern states...

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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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  A reading-focused early childhood education research and strategy development agenda for African Americans and Hispanics at all social class levels who are English speakers or English language learners

  1/3/09 - L. Scott Miller, Eugene Garcia

  This report addresses the need for a much expanded early childhood education research and strategy development agenda concerned with making substantial, ongoing improvements in the reading readiness and reading achievement of Latinos and African Americans. The focus is on the early childhood years because the achievement patterns of racial/ethnic groups are largely established in the period from birth through the end of the third grade (ages eight or nine for most children). The emphasis is...

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  A Roadmap to Success: A plan to make Tennessee Schools #1 in the Southeast within five years

  1/30/09 - Tennessee State Collaborative on Reforming Education,

  This is a report based on a plan presented by the Tennessee State Collaborative on Reforming Education that details four strategies to become a top educational performer in the Southeast. The four strategies include: 1) high standards 2) cultivating strong leaders 3) ensuring excellent teachers and 4) utilizing data to drive improvement in student learning.

• A supplement to Harvard Business Review

  1/1/04

• Academic achievement of low birthweight children at age 11: The role of cognitive abilities at school entry

  1/1/01 - Breslau, N., Johnson, E. O., Lucia, V. C.

  Examined the extent to which deficits in academic achievement in low birthweight (LBW) children at age 11 are explained by deficits in cognitive abilities at school entry. Data come from a longitudinal study of a stratified sample of LBW and normal birthweight (NBW) children from an innercity and middle class suburbs in the Detroit area. Woodcock-Johnson Psychoeducational Battery--Revised was used to measure reading and math at age 11. WISC-R and specific neuropsychologic tests were...

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  Achievement gap patterns of grade 8 American Indian and Alaska Native students in reading and math

  1/28/09 - Steven Nelson, Richard Greenough, Nicole Sage

  The results indicate that in most states both American Indian and Alaska Native students and all other students experienced achievement gains across the study period. Although achievement gaps were generally found to persist, the American Indian and Alaska Native students were at least keeping pace by increasing in achievement along with all other students. The majority of states with three or four years of continuous data saw an increase in the proficiency rates of American Indian and...

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  Achievement trap: How America is failing millions of high-achieving students from lower-income families

  1/14/09 - Wyner, J., Bridgeland, J., Diulio, J.

  This report discusses new and original research on this extraordinary population of students. Our findings come from three federal databases that during the past 20 years have tracked students in elementary and high school, college, and graduate school. The following principal findings about high-achieving lower-income students are important for policymakers, educators, business leaders, the media, and civic leaders to understand and explore as schools, communities, states, and the nation...

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  Achieving Transparency in the Public Reporting of 2006-2007 Assessment Results

  1/25/09 - Debra Albus, Martha Thurlow, Chris Bremer

  The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the eleventh in a series of National Center on Educational Outcomes (NCEO) reports documenting state public reporting practices. Historically, the number of...

• 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...