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  • The Gender Gap in Science Education

    1/1/03 - Alexakos, Konstantinos, Antoine, Wladina

    The writers outline strategies that aim to encourage female students to participate in science. Those involved in science must actively encourage young women's participation and higher cognitive development through constructive inclusive learning environments while promoting positive self-efficacy. This encouragement must start at the earliest grades because female students' decision to major in science for their postsecondary education is influenced by their experience many years before.

  • 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 Impact of an Early Literacy Initiative on the Long Term Academic Success of Diverse Students

    1/1/08 - Zimmerman, Stella SiWan, Rodriguez, Michael C., Rewey, Kirsten L., Heidemann, Sandra L.

    The primary goal of the Words Work (WW) early literacy initiative was to prepare diverse students to become successful learners in school. Four groups of students were followed over 6 years: students from traditional Head Start (HS) centers, students from augmented HS centers (WW students), students eligible for HS but not enrolled (waitlist or WL), and a random sample of non-Head Start students (NHS). Students received school readiness instruction at approximately 4 years of age, and their...

  • 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...

  • The Making of the Principal: Five Lessons in Leadership Training

    1/1/12 - Mitgang, L. , The Wallace Foundation

    States and districts facing pressure to have all children meet high standards have been paying overdue attention to improving school leadership as a way to advance instruction and drive needed changes throughout schools. What will it take to ensure that all public schools have leaders equal to the challenges facing them? That question has placed fresh urgency on addressing the chronic weaknesses of principal training programs, criticized for decades as unselective in their admissions...

  • The Mathematics and Science Achievement Gap Between Resegregated and Desegregated Schools

    1/1/03 - Ikpa, V. W.

    During the 1990s many school districts abandoned school desegregation initiatives and quietly resegregated the public schools. In 1986, the city of Norfolk ended mandated busing for desegregation and returned to neighborhood schools. This shift resulted in the creation of 11 schools that were more than 95 percent African American. After 17 years of resegregation, the achievement gap between resegregated schools and desegregated schools continues to exist. The purpose of this paper is to...

  • The Mathematics Education of African Americans in North Carolina: From The Brown Decision to No Child Left Behind

    1/1/05 - Snipes, Vincent T., Waters, Roderick D.

    The article presents a study which aim is to report on an in-depth case study of a former state mathematics consultant to describe his experiences of the mathematics education of African Americans in public high schools in North Carolina from 1950-1980 and to examine North Carolina African American students' progress in mathematics from the Brown versus the Board of Education Decision to the No Child Left Behind Act Era. The data are analyzed utilizing the critical race theory of education...

  • The Mean Is Not Enough: Using Quantile Regression to Examine Trends in Asian-White Differences Across the Entire Achievement Distribution

    1/1/09 - Konstantopoulos, Spyros

    Background: In recent years, Asian Americans have been consistently described as a model minority. The high levels of educational achievement and educational attainment are the main determinants for identifying Asian Americans as a model minority. Nonetheless, only a few studies have examined empirically the accomplishments of Asian Americans, and even fewer studies have compared their achievement with other important societal groups such as Whites. In addition, differences in academic...

  • The middle school experience: Effects on the math and science achievement of adolescents with LD

    1/1/98 - Anderman, Eric M.

    Examined the relation between middle school transitions and achievement gaps in math and science between 296 adolescents with and 1,608 adolescents without learning disabilities (LD). An abundance of research (e.g., E. M. Anderman and M. L. Maehr, 1994) indicates that motivation and achievement decline during the early adolescent years, and that this decline is often attributable to the transition from elementary to middle grade schools during early adolescence. Using data from the National...

  • The Mind Shift in Teacher Evaluation: Where We Stand - and Where We Need to Go

    Minnici, Angela

    The teaching profession today is full of contradictions: Teach the whole child, but focus on specific needs. Integrate 21st-century technology, yet go back to the basics. While often cited as one of the most rewarding professions, teaching is demanding, technically challenging, and more closely scrutinized by the public than ever. Although we better understand how children learn and how to support and develop educators, teachers today report more dissatisfaction with their jobs and are less...

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    The Nation's Report Card: Reading 2009

    1/31/10 - National Center for Education Statistics,

    "This report presents results of the 2009 National Assessment of Educational Progress (NAEP) in reading at grades 4 and 8. Results for students in the nation, the 50 states, the District of Columbia, and Department of Defense schools are reported as average scores and as percentages of students performing at or above three achievement levels: Basic, Proficient, and Advanced. Scores are also reported at selected percentiles, showing changes in the performance of lower-, middle-, and...

  • The persistence of preschool effects: Do subsequent classroom experiences matter?

    1/1/07 - Magnuson, Katherine A., Ruhm, Christopher, Waldfogel, Jane

    Using rich longitudinal data from the Early Childhood Longitudinal Study-Kindergarten cohort (ECLS-K), we find that children who attended preschool enter public schools with higher levels of academic skills than their peers who experienced other types of child care (effect size of .14). This study considers the circumstances under which the preschool advantage persists, that is, the types of classrooms in which students who did not attend preschool "catch up" to their counterparts who did...

  • The Relationships of Peer Norms, Ethnic Identity, and Peer Support to School Engagement in Urban Youth

    1/1/07 - Shin, Richard, Daly, Bryan, Vera, Elizabeth

    Investigating variables associated with the school success and educational resilience of urban youth of color should be a high priority because of the persistent achievement gap in the United States. The current study examined individual and peer factors' relation to the school engagement of 132 seventh- and eighth-grade students from a diverse public elementary school in a large Midwestern city. The participants ranged in age from 12 to 15 years old. In this study, positive peer norms, peer...

  • The Significance of Relationships: Academic Engagement and Achievement Among Newcomer Immigrant Youth

    1/1/09 - SuÁEz-Orozco, Carola, Pimentel, Allyson, Martin, Margary

    Background/Context: Newcomer immigrant students are entering schools in the United States in unprecedented numbers. As they enter new school contexts, they face a number of challenges in their adjustment. Previous literature suggested that relationships in school play a particularly crucial role in promoting socially competent behavior in the classroom and in fostering academic engagement and school performance. Purpose: The aim of this study was to examine the role of school-based...

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    They're not little kids anymore: The special challenges of new teachers in high schools and middle schools

    1/3/09 - National Comprehensive Center for Teacher Quality,

    Generation Y teachers want to shake up the stagnant education system, according to a survey of first-year teachers commissioned by the National Comprehensive Center for Teacher Quality, funded by the U.S. Department of Education. The freedom to be creative, the power to make a difference, opportunities to grow, rewards, and an end to the one-size-fits-all model of instruction is what new teachers say will improve the quality of education, according to the nationwide survey of 865 teachers in...

  • Understanding Trends in the Black-White Achievement Gaps during the First Years of School

    1/1/06 - Murnane, Richard J., Willett, John B., Bub, Kristen L., McCartney, Kathleen

    The article examines the research conducted by Ronald G. Fryer and Steven D. Levitt, focusing on differences by grade in the black-white test score gap in reading and mathematics, based on analyses of data on the Early Childhood Longitudinal Study (ECLS-K) in the U.S. The types of school quality indicators used are discussed. A comparison between the data sets of ECLS-K and the National Institute of Child Health and Human Development (NICHD) is also presented.

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