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  • Dropout Policies: Research-Based Strategies

    1/1/07 - Silverstein, J.S., Yettick, H., Foster, S., Welner, K., and Shepard, L.

    Imagine antibiotics sitting unused in a cabinet while generation after generation of children perished from easily preventable infections.That is not unlike the situation we face in our schools today. Educational research has uncovered proven remedies with the potential to lower dropout rates. Yet Colorado’s dropout problem continues at epidemic rates. Approximately 30 percent of Colorado’s students fail to graduate within four years of starting high school. This dropout crisis is costly...

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    Early Success: Closing the Achievement Gap for Our Youngest Learners

    1/5/09 - Jerry D. Weast

    The district faced an indisputable fact: increasing numbers of young children impacted by poverty and language difference were starting school lagging behind their peers in basic literacy and mathematics skills, and they often remained behind. If children were not meeting certain benchmarks by the end of first grade, there was little likelihood that they would be able to read fl uently by third grade, an important indicator of academic success in the later years.5 So, the work began in the...

  • Earnings Gap Between College and High School Grads Reaches Highest Point in 48 Years

    2/11/14 - Yen, Hope

    The earnings gap between young adults with and without bachelor's degrees has stretched to its widest level in nearly half a century. It's a sign of the growing value of a college education despite rising tuition costs, according to an analysis of census data released Tuesday. Young adults with just a high-school diploma earned 62 percent of the typical salary of college graduates. That's down from 81 percent in 1965, the earliest year for which comparable data are available.

  • Effective District Planning and the Required Local Educational Agency Plan (LEAP): Insights from Successful Districts

    1/1/12 - Crotti, P. Almanzan, H.M., Flynn, K., Haas, E. and Tucker, S.

    Improving student academic achievement is central to the work of school districts (Fullan, 2001; Marzano & Waters, 2009; Rorrer, Skrla, & Scheurich, 2008; Supovitz, 2006); yet many districts do not succeed at significantly improving the low performance of their students, and, in some instances, student achievement actually decreases (Fullan, 2001; Payne, 2008). What districts can and should do to improve student achievement appears to be neither obvious nor easy. District work on...

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    Effectiveness of Selected Supplemental Reading Comprehension Interventions: Findings from Two Student Cohorts

    1/5/10 - Susanne James-Burdumy , John Deke , Julieta Lugo-Gil , Nancy Carey , Alan Hershey , Russell Gersten , Rebecca Newman-Gonchar , Joseph Dimino , Kelly Haymond

    "Results after two years of using three reading comprehension curricula show gains from one program and no effects for the other two on reading comprehension for fifth-graders, according to a study released by the National Center for Education Evaluation and Regional Assistance in the Institute of Education Sciences. The study focused on whether 5th grade students in disadvantaged schools could be helped in making the transition from "learning to read" to "reading to learn" by bolstering the...

  • Evaluating academic outcomes of head start: An application of general growth mixture modeling

    1/1/03 - Booth Kreisman, Michele

    This study intends to illustrate the utility of general growth mixture modeling (GGMM) for evaluation of early childhood education programs, using a sample of children with Head Start experience. In the first analysis of this study growth mixture modeling (GMM) found that children with Head Start experience had two distinct growth patterns. In the second analysis of this study general growth mixture modeling found that children with two or more years of program participation did not have...

  • 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...

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    Final report: How district-wide systems change impacted LRE for students with severe disabilities

    1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

    "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

  • From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels

    1/1/05 - Gagné, Françoys

    This article analyzes the magnitude of individual differences in academic achievement and their growth over the first 9 years of schooling. The author anchors the widening-gap phenomenon on the theoretical recognition of large individual differences in learning pace, which logically leads over time to an increasing gap in knowledge and skills between the fastest and slowest learners. The achievement data used as evidence were borrowed from the developmental standard score (SS) norms of the...

  • From Noncompetence to Exceptional Talent: Exploring the Range of Academic Achievement Within and Between Grade Levels

    1/1/05 - Gagne, Francoys

    A study investigated the extent of individual differences in academic performance and their growth over the first nine years of education. Data were obtained from analysis of the developmental standard scores of the Iowa Tests of Basic Skills. Findings revealed that the range between the lowest and highest achievers in most grade levels exceeded the eight-year gap in knowledge between average students in the first and ninth grades. Furthermore, the achievement gap increased by around 145...

  • From Research to Policy and Practice: The School of the 21st Century

    1/1/07 - Zigler, Edward, Finn-Stevenson, Matia

    Current education reform policies focus on raising academic achievement and ensuring that all students have access to high-quality education. Because the achievement gap is apparent even before children enter school, the authors believe that education reform must encompass the early childhood years. The current dialogue about universal preschool presents an opportunity to address the need for a national system for early care and education. The authors believe this system should provide...

  • Gender Disparity in Science Education: The Causes, Consequences, and Solutions

    1/1/04 - Tindall, Tiffany, Hamil, Burnette

    Title IX of the 1972 Education Amendments prohibits sex discrimination in schools. However, research conducted since this time has consistently revealed that gender discrimination in schools remains, especially in the areas of science and mathematics. Girls are not receiving the same quality, or even quantity, of education as their male classmates. Over the past 20 years, a large body of international scholarly literature has developed to address gender disparity in science and science...

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    Has progress been made in raising achievement for English Language Learners?

    1/9/10 - Center on Education Policy,

    "This report by the Center on Education Policy (CEP), an independent nonprofit organization, examines progress in raising achievement for English language learners. It also describes the factors thatmake it difficult to accurately assesswhat ELLs knowand can do.The data for this analysis were collected by CEP with technical support from the Human Resources Research Organization (HumRRO) and come from the state reading and mathematics tests used for NCLB accountability in all 50 states.The...

  • Immigration, Language, and Education: How Does Language Policy Structure Opportunity?

    1/1/09 - GÁNdara, Patricia, Rumberger, Russell W.

    Background/Context: According to U.S. Census figures, 11 million elementary and secondary students of immigrant families were enrolled in the public schools in October 2005, representing 20% of all students, and this figure is expected to grow in the coming years. Most of these students enter school as English learners (ELs), and most ELs have exceptionally low performance on measures of academic achievement and attainment. Purpose/Objective/Research Question/Focus of Study: This article...

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    Impacts of a Violence Prevention Program for Middle Schools: Findings From the First Year of Implementation

    1/16/10 - Suyapa Silvia , Jonathan Blitstein , Jason Williams , Chris Ringwalt , Linda Dusenbury , William Hansen

    "A new evaluation of a violence prevention program for middle schools finds that after one school year, there were no statistically significant impacts on how often students reported that they were victimized by their peers, or committed violence against their peers. In addition, there were no statistically significant impacts of the program on a number of other outcomes such as how often students' reported positive behavior toward their peers or on their perceptions of school safety. The...

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    Improving Reading Comprehension in Kindergarten Through 3rd Grade

    1/28/11 - Shanahan, T., Callison, K., Carriere, C., Duke, N. K., Pearson, P. D., Schatschneider, C., &, Torgesen, J.

    The fundamental assumption in this guide is that the objective of reading instruction is to give young readers the tools they need to understand increasingly sophisticated material in all subjects from elementary through later years of school. The practices recommended in this guide are therefore not an end in themselves, but the means to developing sound ability in reading comprehension. With this principle in mind, teachers should prepare their reading lessons in a way that encourages...

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