Tag » years

• Learning disabilities research on ethnic minority students: An analysis of 22 years of studies published in selected refereed journals.

  1/1/97 - Artiles, A. J., Trent, S.C., Kuan, L. A.
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  Listening to Latinas: Barriers to High School Graduation

  1/18/09 - The National Women’s Law Center,, Mexican American Legal Defense and Educational Fund,

  Just as Latinas all over the country begin or return to high schools classrooms all over the country, this report examines a stark reality: many of them – as much as 41% -- will not graduate in four years. Through conversations with Latinas themselves, this report explores the factors behind the dropout crisis, with recommendations on actions needed to improve graduation rates and produce college-ready young women.

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  Making the Case for P-3

  1/19/09 - Kristie Kauerz

  "Prepared for the W.K. Kellogg Foundation by the Education Commission of the States, this paper presents a concise and highly operational definition of P-3 (pre-K through grade 3), outlines key guiding principles and provides a compelling case for "why P-3 now?" To that end, the study includes arguments from both research and experience that address: How P-3 benefits children in the early years and early grades, How P-3 makes education reform more child-friendly, How P-3 benefits state and...

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  Mathematics achievement of Spanish-speaking kindergarteners and the impact of teacher characteristics: A mediation hypothesis

  1/3/09 - Jensen, Bryant

  The number of children beginning public school in the United States who speak Spanish as their native language—Spanish-speaking kindergartners (SSK)—continues to increase as the proportional quantity of children from immigrant families rises. SSK academically lag behind their peers in all subjects at the beginning of kindergarten and throughout their educational careers. Among school factors that contribute to achievement differences, teacher characteristics have been shown to contribute...

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  Middle Grades: 15 Actions Your State Can Take to Maximize Young Adolescents’ Readiness for Grade 9 - and College and Careers

  1/18/09 - Education Commission of the States,

  In most states, the considerable policy focus on high schools in recent years has not trickled down to a focus on the middle grades - yet preparation for “college- and work-ready standards” must begin before high school, especially for at-risk students. Although research on best practices in the middle grades is less plentiful than research on other grade levels (i.e., early learning, high school), there is growing awareness of the need for states to shift attention to what happens in...

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  Preschoolers with Disabilities: Characteristics, Services, and Results: Wave 1 Overview from the Pre-Elementary Education Longitudinal Study (PEELS)

  1/19/09 - Joy Markowitz, Elaine Carlson, William Frey, Jamee Riley, Amy Shimshak, Harriotte Heinzen, Jeff Strohl, Sheri Klein, Hyunshik Lee

  "The Pre-Elementary Education Longitudinal Study, commonly referred to as the PEELS study, is funded by the U.S. Department of Education’s National Center for Special Education Research (NCSER). It will follow a nationally representative sample of children with disabilities ages 3–5 for a period of six years. This study is designed to describe the characteristics of children receiving preschool special education, their educational programs and services, and their transitions from...

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  Prioritizing the Nation’s Dropout Factories

  1/2/09 - Tara Tucci

  The crisis is neither silent nor invisible: one in three high school students do not graduate,1 and more than half of those dropouts are produced by just 12 percent of high schoolsa-schools commonly known as ―dropout factories,‖ where just 60 percent or fewer of entering freshman progress to their senior year three years later.2 Although it‘s a concentrated problem, with a small number of schools producing a large share of dropouts, it is not a localized one. Dropout factories are...

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  Professional Development and School Reform

  1/14/10 - Karen Smith

  During the last forty years, our understanding about how all children learn has grown enormously. Research has yielded new insights into how children and adolescents learn and what instructional approaches work best in particular contexts. At the same time, the learning demands for our entire country are higher than they have ever been. As learning demands grow, so does the need for teachers and administrators to stay current with new knowledge and new pedagogical practices.

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  Projections of Education Statistics to 2018

  1/18/09 - William J Hussar, Tabitha M. Bailey

  This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment and earned degrees conferred expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2018. For the 50 States and the District of Columbia, the...

• Race-ethnicity, SES, gender, and language proficiency trends in mathematics achievement: an update

  1/1/97 - Tate, William F.

  The purpose of this article is to document changes in U.S. mathematics achievement by reviewing national trend studies, college admissions examinations, and Advanced Placement tests. This article examined this quantitative research literature to determine trends in mathematics achievement of various social groups defined along lines of race, class, gender, ethnicity, and language proficiency. The findings of this review indicate that over the last 15 years all demographic groups have...

• Racial and ethnic achievement gap trends: reversing the progress toward equity?

  1/1/02 - Lee, Jaekyung

  Racial and ethnic achievement gaps narrowed substantially in the 1970s and 1980s. As some of the gaps widened in the 1990s, there were some setbacks in the progress the nation made toward racial and ethnic equity. This article offers a look below the surface at Black-White and Hispanic-White achievement gap trends over the past 30 years. The literature review and data analysis identify the key factors that seem to have contributed to bifurcated patterns in achievement gaps. The conventional...

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  Reading, Mathematics, and Science Instructional Strategies for English Language Learners with Disabilities: Insights from Educators Nationwide

  1/28/11 - Barrera, M., Shyyan, V., Liu, K. K., & Thurlow, M. L.

  This study focused on the instructional strategies employed at the middle and junior high school level. Teaching and learning at the middle school level have been found particularly challenging, perhaps because the curriculum places greater cognitive demands on emerging adolescents at a developmental stage when students, especially those who have already been struggling, can be at higher risk for academic failure (Mikow-Porto, Humphries, Egelson, O’Connell, & Teague, 2004). ELLs with...

• Recursive Processes in Self-Affirmation: Intervening to Close the Minority Achievement Gap

  1/1/09 - Cohen, Geoffrey L., Garcia, Julio, Purdie-Vaughns, Valerie, Apfel, Nancy, Brzustoski, Patricia

  A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the...

• Recursive processes in self-affirmation: Intervening to close the minority achievement gap

  1/1/09 - Cohen, Geoffrey L., Garcia, Julio, Purdie-Vaughns, Valerie, Apfel, Nancy, Brzustoski, Patricia

  A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lesson minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N=133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on self-affirming value, reduced the racial achievement gap. Over 2 years, the grade...

• School matters: the junior years.

  1/1/88 - Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R.

• Schools, achievement, and inequality: a seasonal perspective

  1/1/01 - Alexander, Karl L., Entwisle, Doris R., Olson, Linda S.

  Are there socioeconomic differences in the seasonality of children's learning over the school year and summer months? The achievement gap across social lines increases during the primary grades, as much research indicates, but descriptive analyses and HLM within-person growth models for a representative panel of Baltimore school children demonstrate that the increase can be traced mainly to the out-of-school environment (i.e., influences situated in home and community). School-year verbal...