Tag » academic

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  Expaning and improving early education for Hispanics

  1/1/07 - The National Task Force on Early Childhood Education for Hispanics,

  "In pursuing this work, the Task Force has given attention to the question of how to use early childhood education to improve the educational fortunes of all Hispanic children, including those from low SES, middle class, and high SES families. This is because, compared with their White counterparts, children from these Hispanic segments are doing less well academically, on average, from the time they start school. However, the Task Force has given highest priority to finding ways to improve...

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  Helping Students Navigate the Path to College: What High Schools Can Do

  1/1/09 - William G. Tierney , Thomas Bailey, Jill Constantine, Neal Finkelstein, Nicole Farmer Hurd

  Access to higher education remains a challenge for many students who face academic and informational barriers to college entry. This guide targets high schools and school districts, and focuses on effective practices that prepare students academically for college, assist them in completing the steps to college entry, and improve their likelihood of enrolling in college.

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

  1/1/06 - 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...

• Academic language across grade levels and content areas

  1/1/08 - Southeast Comprehensive Center,

  Robin Scarcella, PhD, director of the ESL program, University of California Linguistic Minority Research Institute, discusses the challenges associated with academic language as well as ways to ensure that all students learn academic language.

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  Academic literacy instruction for adolescents: A guidance document from the Center on Instruction.

  1/1/07 - Torgesen, J. K., Houston, D. D. , Rissman, L. M. , Decker, S. M. , Roberts, G. , Vaughn, S. , Wexler, J., Francis, D. J. , Rivera, M. O., Lesaux, N.

  This document developed by the Center on Instruction's Reading, Special Education and ELL Strands makes recommendations for improving literacy-related instruction in the content areas or across the entire school day, interventions for students reading below grade level, and recommendations for supporting literacy development in adolescent English language learners.

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  Addressing dropout related factors at the local level: Recommendations for teachers

  1/1/08 - Smith, S.C.

  As educators and practitioners continue to seek effective interventions to prevent dropout, they must focus on identifying, monitoring, and addressing risk factors that are influenced by teachers (e.g., academic performance, peer and adult interactions, attendance, and behavior).

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  After-school programs and academic impact

  1/1/07 - Robert Goerge, Gretchen Cusick, Miriam Wasserman, Robert Gladden

  The findings in this report highlight the importance of further research into what leads students to participate in after-school programs and the factors that lead to higher engagement and retention once they are enrolled. A better understanding is crucial for improving enrollment in after-school programs such as ASM. Moreover, accounting for student factors that lead to a greater engagement in the program will lead to a clearer understanding of ASM’s contribution to the positive outcomes...

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  Chicago Public Schools

  1/1/06 - National Institute for Urban School Improvement,

  Chicago Public Schools plans to be the premier urban school district in the country by providing all their students and their families with high quality instruction, outstanding academic programs, and comprehensive student development supports to prepare them for the challenges of the world of tomorrow.

• Collaborative Leadership Teams

  1/1/04 - National Center for Culturally Responsive Educational Systems,

  Culturally responsive educational systems are grounded in the belief that culturally and linguistically diverse students can excel in academic endeavors. Leaders at all levels require knowledge of professional development design, the change process, research findings, data-supported decision making, and an array of leadership and communication skills and processes. Effective leadership development supports participants in accessing and applying culturally responsive practices. The academies...

• Collection and Use of Evidence

  1/1/05 - National Center for Culturally Responsive Educational Systems,

  Notice the number of times that data and evidence appear in NCCRESt’s principles. Saying that teachers, families and administrators need data to make decisions is one thing, understanding and using data well is another. In fact, few teachers and administrators have been educated in programs that have focused on making meaning from data and then using those analyses to guide school improvement and classroom instruction. This module is designed to help building leadership teams learn the...

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  Developing the capacity for scaling up the effective use of evidence-based programs in State Departments of Education

  1/1/09 - Fixsen, D. L., Blase, K.A., Horner, R., Sugai, G.

  The significant investment in developing evidence-based practices and other innovations will be “worth it” if it helps further the education of students and benefit their families and communities. The State Implementation and Scaling up of Evidence-based Practices (SISEP) Center helps States establish adequate capacity to carry out effective implementation, organization change, and system transformation strategies to maximize the academic achievement and behavioral health outcomes for...

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  Developing the whole child: An evaluation of the Latino after-school initiative

  1/1/07 - Diez, V.

  This report presents findings from an evaluation of the Latino After-School Initiative (LASI), an umbrella organization that provides funding, educational guidelines, staff development, and networking opportunities to after-school programs in the Greater Boston area. LASI funds seven Latino-led after-school programs servicing children ages 7-14. The programs are located in Lynn, Cambridge, Roxbury, Jamaica Plain, and Chelsea. LASI was established in 2001 by the United Way of Massachusetts...

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  Double the Work: Challenges and Solutions to Acquiring Language and Academic Literacy for Adolescent English Language Learners

  1/1/07 - Deborah J. Short, Shannon Fitzsimmons

  This report explores challenges to improving the literacy of adolescent ELLs who must complete double the work of native English-speaking students and still reach the same performance standards. In response to these challenges, the report presents recommendations for meeting ELLs’ varying literacy needs, taking into account their educational background, native language literacy, and socioeconomic status. Double the Work is informed by expert advice and a review of relevant literature and...

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  Educating english language learners at the high school level: A coherent approach to district- and school-level support

  1/1/09 - National High School Center,

  The development of state policy to promote academic achievement for ELLs is critical to improving educational outcomes and consistent with the goals of increasing high school graduation rates and meeting Adequate Yearly Progress under the No Child Left Behind (NCLB) Act. Recent research indicates that states have multiple opportunities to take the initiative in supporting school systems and schools in their efforts to keep ELLs on track to meet postsecondary success.

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  Educating homeless children in Chicago

  1/1/08 - Amy Dworsky

  This report highlights the results of a study that examined the educational needs of a group of homeless children in the Chicago Public Schools. The research involved both qualitative interviews with key informants familiar with the problems facing homeless families with children in Chicago and quantitative analyses of administrative data from Inner Voice, an agency that provides services to chronically homeless families, and the Chicago Public Schools. Generally speaking, the educational...

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  Engaging parents in education: Lessons from five parental information and resource centers

  1/1/07 - U.S. Department of Education,

  Children benefit academically when parents and educators work together. For this reason, parents’ involvement in their children’s education is a priority of the No Child Left Behind Act of 2001. But a strong connection between parents and educators does not come about automatically. Both parties may need to learn new roles and skills and develop the confidence to use them, especially as parents move beyond traditional activities, like helping children with homework, and toward shared...