This national study examines the status of state P-16 councils and their efforts to bridge the gap between K-12 and higher education, with profiles of three councils, and examines high school graduation rates by demographics, state, and congressional district.
(2008). Diplomas Count 2008: School to College. Education Week, 27(40).
http://www.edweek.org/ew/toc/2008/06/05/index.html
Friday, June 20, 2008
Voucher study
Students using vouchers score no better
Nearly 2000 D.C. students who attended private school with the aid of vouchers generally performed no differently after two years time than their public school counterparts, echoing other similar research. Students also reported no higher satisfaction with private schools, although their parents did.
U. S. Dept. of Education. (2008). Evaluation of the DC Opportunity Scholarship Program: Second Year Report on Participation. Washington, DC: Author.
http://ies.ed.gov/ncee/pubs/20064003/famstudents_usage.asp
Nearly 2000 D.C. students who attended private school with the aid of vouchers generally performed no differently after two years time than their public school counterparts, echoing other similar research. Students also reported no higher satisfaction with private schools, although their parents did.
U. S. Dept. of Education. (2008). Evaluation of the DC Opportunity Scholarship Program: Second Year Report on Participation. Washington, DC: Author.
http://ies.ed.gov/ncee/pubs/20064003/famstudents_usage.asp
National Board Certification report
National Board Certification has some impact
Teachers who earn advanced certification from the National Board for Professional Teaching Standards are more effective than teachers without that credential, but there’s little evidence to show the program has transformed the field in the broader ways its founders envisioned.
Hakel, W., Koenig, J., & Elliott, S. (2008). Assessing Accomplished Teaching: Advanced-Level Certification Programs. Washington, DC: Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards, National Research Council.
http://www.nap.edu/catalog.php?record_id=12224
Teachers who earn advanced certification from the National Board for Professional Teaching Standards are more effective than teachers without that credential, but there’s little evidence to show the program has transformed the field in the broader ways its founders envisioned.
Hakel, W., Koenig, J., & Elliott, S. (2008). Assessing Accomplished Teaching: Advanced-Level Certification Programs. Washington, DC: Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards, National Research Council.
http://www.nap.edu/catalog.php?record_id=12224
NCLB and top students report
Top Students Said to Stagnate Under NCLB
A new NCLB report finds that teachers shift attention toward low-performing students rather than achievement for all students. The report draws on national test-score data and results from a nationwide survey of 900 public school teachers in grades 3-12 to paint a portrait of a generation of high achievers left to fend for themselves as schools and teachers shift their time and resources toward educational strategies aimed more at bringing the bottom up than on raising achievement for all children.
The data show, for instance, that from 2000 to 2007, the scores of the top 10 percent of students essentially held steady on National Assessment of Educational Progress tests in reading and math. The scores for the bottom 10 percent of students, meanwhile, rose by 18 points on the 4th grade reading test and 13 points in 8th grade math—the equivalent of about a year’s worth of learning.
Thomas Fordham Foundation. (2008). High-Achieving Students in the Era of NCLB. Washington, DC: Author.
http://www.edexcellence.net/doc/20080618_high_achievers.pdf
A new NCLB report finds that teachers shift attention toward low-performing students rather than achievement for all students. The report draws on national test-score data and results from a nationwide survey of 900 public school teachers in grades 3-12 to paint a portrait of a generation of high achievers left to fend for themselves as schools and teachers shift their time and resources toward educational strategies aimed more at bringing the bottom up than on raising achievement for all children.
The data show, for instance, that from 2000 to 2007, the scores of the top 10 percent of students essentially held steady on National Assessment of Educational Progress tests in reading and math. The scores for the bottom 10 percent of students, meanwhile, rose by 18 points on the 4th grade reading test and 13 points in 8th grade math—the equivalent of about a year’s worth of learning.
Thomas Fordham Foundation. (2008). High-Achieving Students in the Era of NCLB. Washington, DC: Author.
http://www.edexcellence.net/doc/20080618_high_achievers.pdf
Literacy in Canada report
This report includes Canada's first projections of adult literacy levels,
through to 2031; an unprecedented look—more detailed than ever before—
at the “face” of low literacy; and effective approaches to improve
literacy among six identified groups.
Canadian Council on Learning (2008). Reading the future [report] : Planning to meet
Canada's future literacy needs. Ottawa: Canadian Council on Learning.
http://www.ccl-cca.ca/CCL/Reports/ReadingFuture/?Language=EN
through to 2031; an unprecedented look—more detailed than ever before—
at the “face” of low literacy; and effective approaches to improve
literacy among six identified groups.
Canadian Council on Learning (2008). Reading the future [report] : Planning to meet
Canada's future literacy needs. Ottawa: Canadian Council on Learning.
http://www.ccl-cca.ca/CCL/Reports/ReadingFuture/?Language=EN
Preschools and socio-eonomics report
Few poor, minority children enrolled in best preschools
Only 15% of the disadvantaged California children who would benefit most from strong preschools are actually enrolled in the best programs. The results of the study show that (1) use of center-based early care and education (ECE) is the norm for these children; (2) Latinos and socioeconomically disadvantaged children use it least; (3) these programs fall short on key quality benchmarks, especially those linked to early learning; (4) groups with lower levels of school readiness and later school achievement are least likely to participate in the programs that most promote school success; and (5) there is room for improvement in quality across the board and in raising participation for targeted groups.
Karoly, L., et al. (2008). Prepared to learn. Santa Monica, CA: Rand.
http://www.rand.org/pubs/technical_reports/TR539/
Only 15% of the disadvantaged California children who would benefit most from strong preschools are actually enrolled in the best programs. The results of the study show that (1) use of center-based early care and education (ECE) is the norm for these children; (2) Latinos and socioeconomically disadvantaged children use it least; (3) these programs fall short on key quality benchmarks, especially those linked to early learning; (4) groups with lower levels of school readiness and later school achievement are least likely to participate in the programs that most promote school success; and (5) there is room for improvement in quality across the board and in raising participation for targeted groups.
Karoly, L., et al. (2008). Prepared to learn. Santa Monica, CA: Rand.
http://www.rand.org/pubs/technical_reports/TR539/
Wednesday, June 11, 2008
Youth and reading report
Kids still go for paper
A new study by Scholastic finds that 75% of kids age 5–17 agree with the statement, “No matter what I can do online, I’ll always want to read books printed on paper,” and 62% say they prefer to read books printed on paper rather than on a computer or a handheld device. Thhis national survey of children and their parents, also found that kids who go online to extend the reading experience—by going to book or author websites or connecting with other readers—are more likely to read books for fun every day.
Scholastic & TSC. (2008).2008 Kids and Family Reading Report. New York: Scholastic.
http://www.scholastic.com/aboutscholastic/news/readingreport.htm
A new study by Scholastic finds that 75% of kids age 5–17 agree with the statement, “No matter what I can do online, I’ll always want to read books printed on paper,” and 62% say they prefer to read books printed on paper rather than on a computer or a handheld device. Thhis national survey of children and their parents, also found that kids who go online to extend the reading experience—by going to book or author websites or connecting with other readers—are more likely to read books for fun every day.
Scholastic & TSC. (2008).2008 Kids and Family Reading Report. New York: Scholastic.
http://www.scholastic.com/aboutscholastic/news/readingreport.htm
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