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| Response to Intervention (RTI)--Basic Elements, Practical Applications, and Policy Recommendations |
| URL: HTTP://CEEP.INDIANA.EDU/PROJECTS/PDF/PB_V4N8_FALL_2006_ACHIVEMENTGA... |
| Focus Area: Special Education, Curriculum and Instruction, Achievement gap |
| Provider: Indian University, Center for Evaluation & Education Policy |
| Abstract: Rooted in special education practices and early reading intervention, Response to Intervention (RtI) is an integrated method of service delivery across general and special education designed to promote successful outcomes and wellness for all students. Combining high-quality instruction with frequent progress assessment, RtI enables early detection and proactive prevention by systematically evaluating student responses to academic and behavioral intervention. RtI approaches are reported to counter both the time lapses and fiscal disadvantages associated with conventional remedies. In addition to the comprehensive background and policy summary, an outline for the implementation of the RtI model and specific policy recommendations are provided. RtI components in model sites in MN, KS, SC, NE, and IN are briefly summarized. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Classroom Instruction that Works |
| URL: HTTP://WWW.SHOP.ASCD.ORG/PRODUCTDISPLAY.CFM?CATEGORYID=BOOKS&PR... |
| Format: Print, URL |
| Focus Area: Achievement gap, Curriculum and Instruction |
| Provider: Association for Supervision and Curriculum Development (ASCD) |
| Abstract: To identify instructional strategies that have a high probability of improving achievement for all students, researchers at Mid-continent Research for Education and Learning conducted a meta-analysis of more than 100 research studies. They identified nine strategies proven effective in improving student achievement: (1) identifying similarities and differences, (2) summarizing and note taking, (3) reinforcing effort and providing recognition, (4) homework and practice, (5) nonlinguistic representations, (6) cooperative learning, (7) setting objectives and providing feedback, (8) generating and testing hypotheses and cues, and (9) questions and advance organizers. The authors devote a chapter to each of these nine strategies, giving teachers and administrators strategy-specific research and theory followed by multiple examples of classroom practice. |
Rating:  |
| Claims of Effectiveness: These strategies were found to have a strong effect on student achievement. |
| How to read this information > |
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| Inside the Black Box of High-Performing, High Poverty Schools |
| URL: HTTP://PRICHARDCOMMITTEE.ORG/PORTALS/1059/PUBLICATIONS/INSIDE%20THE... |
| Format: PDF, URL |
| Focus Area: Achievement gap, School/District improvement |
| Provider: Prichard Committee for Academic Excellence |
| Abstract: The results of a study of eight high-performing, high-poverty elementary schools in Kentucky are reported. The schools underwent an audit using the state's audit tool, and results were compared with eight demographically similar low-performing schools that had also been through a state audit. Characteristics of the high-performing schools are identified, as well as information on how they differed from low-performing, high poverty schools. |
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| Rating: |
| Claims of Effectiveness: This study, conducted by the Prichard Committee for Academic Excellence, looks at a group of eight high-poverty, high-performing elementary schools in Kentucky. A scholastic audit was used as the centerpiece of the research design and included a six-member team that spent a week on site interviewing teachers and administrators, and numerous parents and students. The team conducted classroom observations and reviewed school documents that included test scores, school improvement plans, school policies, teacher lesson plans, and student work samples. The eight study schools were matched on several demographic factors with eight low-performing, high-poverty schools that had previously been audited. A statistical analysis was performed using data from the audit reports and comparisons were made to identify statistically significant differences in the audit results for the types of school. |
| How to read this information > |
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| The Nation's Report Card: NAEP 2008 Trends in Academic Progress |
| URL: HTTP://NCES.ED.GOV/NATIONSREPORTCARD/PDF/MAIN2008/2009479.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: National Center for Education Statistics (NCES) |
| Abstract: This report, based on a sample of more than 26,000 students, is a recent addition to the series of reports on the National Assessment of Education Progress (NAEP). Since 1969 NAEP has periodically tested nationally representative samples of 9-, 13-, and 17-year-old students and published reports with disaggregated data and analyses on White and Black student performance; beginning in 1975, data on Hispanic students were also included. Although the report early on makes it clear that when compared to the earliest assessments in reading and mathematics, racial/ethnic score gaps have narrowed, it goes on to present the data and analyses that indicate a continuing gap in reading and mathematics performance between White and Black students and White and Hispanic students at all three age levels. |
| Rating: |
| Claims of Effectiveness: Descriptive study. No claims of effectiveness pertain to this report. |
| How to read this information > |
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| A Report on the Status of Blacks in Education--Moving Beyond Barriers: Strategies for Black Student Success in the 21st Century |
| URL: HTTPS://WWW.NEA.ORG/ASSETS/DOCS/MF_BLACKSTATUS08.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: National Education Association (NEA) |
| Abstract: This report focuses on specific strategies for Black students, focusing primarily on closing the achievement gaps for Black students, the education of Black male students, and high school dropout prevention. Experts in each field offer specific recommendations for education policy makers, researchers, school educators, administrators, parents/guardians, and community organizations/advocacy organizations. The National Education Association (NEA) also provides its position and specific recommendations on each topic. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Accessing High-Quality Instructional Strategies |
| URL: HTTP://WWW.CLOSINGTHEACHIEVEMENTGAP.ORG/CS/CTAG/VIEW/RESOURCES/97 |
| Format: PDF, URL |
| Focus Area: Achievement gap, Curriculum and Instruction |
| Provider: California Department of Education |
| Abstract: This report provides research-grounded policy recommendations related to assuring all students, particularly Culturally and Linguistically Diverse students (CLD), access to high-quality instruction. It emphasizes the importance of social relationships for effective teaching and learning in formal social contexts like school. It notes that such instruction, particularly for two groups not always served well by schools--Latinos and African Americans--requires teachers with a well-developed content knowledge base, an awareness of their students' histories and ethnic/racial identities, and experience with a variety of strategies--including content-oriented instruction--to engage these students academically. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Closing the Gap: Meeting the Achievement Challenge in California |
| URL: CLOSING THE GAP: MEETING THE ACHIEVEMENT CHALLENGE IN CALIFORNIA |
| Format: URL, Multimedia |
| Focus Area: Achievement gap |
| Provider: West Ed |
| Abstract: Detailed descriptions of the research-based paths taken by 3 California elementary schools, 1 high school and 2 middle schools, to significantly raise academic performance levels for African American, Latino, English Language Learners, and students living in poverty. Each school implemented at least 2 of the following elements as the core of its school reform plan: teacher professional development and collaboration; assessment and accountability; standards-based curriculum and instruction; data analysis; evaluation-based intervention in decoding, fluency, comprehension, English Language Development, writing or mathematics for individual students; a pre-kinder program; summer programs; literacy/reading focus; home-school collaboration; a clear, measurable, data-driven action plan; strong instructional leadership, data analysis; supportive school culture; and clear, consistent behavioral standards for both students and staff. The videos are available for purchase. |
Rating:  |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Code-switching: Insights and Strategies for Teaching Standard English in Dialectally Diverse Classrooms |
| URL: WWW.AGI.HARVARD.EDU/SEARCH/DOWNLOAD.PHP?ID=127 |
| Format: PDF, URL |
| Focus Area: English language learners, Curriculum and Instruction, Achievement gap |
| Provider: Harvard Graduate School of Education |
| Abstract: The author of this working paper is a researcher who is collaborating with classroom language arts teachers in three school systems in southeastern Virginia. Many African American students speak and write in the grammar patterns of the everyday English of their homes and communities (home speech)--using grammatical features of African American English. Repeated corrections by their teachers do not necessarily result in the acquisition of standard English (school speech). This paper describes in detail contrastive analysis and code-switching in a second-grade urban classroom, and cites examples from several other classrooms, as well. |
| Rating: |
| Claims of Effectiveness: The author claims an increase in student achievement for those students who were taught with the code-switching approach. The achievement gaps in English, math, history, and science were eliminated. These data are not research proven. |
| How to read this information > |
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| Computer Use, Parental Expectations & Latino Academic Achievement |
| URL: HTTP://WWW.TRPI.ORG/PDFS/115235%20QUANT%20STUDY%20PRINT%2004-16%20L... |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: The Tomás Rivera Policy Institute |
| Abstract: This study focuses on specific variables (Latino computer usage, parental expectations, race/ethnicity, language spoken at home, mother's education and poverty level) in analyses of data from the Early Childhood Longitudinal Study (ECLS). Findings include (1) when confounding variables are controlled for, the gaps in academic achievement between Hispanics/Latinos and their White counterparts disappear for reading and writing and math, and decrease for science achievement; and (2) sufficiency of technical computer support provided to teachers has the most consistent positive effects on most scores. |
| Rating: |
| Claims of Effectiveness: The authors claim that sufficient technical computer support for teachers positively impacts student performance. |
| How to read this information > |
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| District Learning Tied to Student Learning |
| URL: HTTP://WWW.PDKINTL.ORG/KAPPAN/K_V90/K0904MCF.HTM |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: Phi Delta Kappa International |
| Abstract: This article explores the commonalities among the educational policies and practices of the five school districts named as finalists in the 2008 Broad Prize for Urban Education. According to the author, at the core of reform in each of these districts are two interrelated learning cycles. The Student Learning Cycle utilizes coherence and connections among curriculum, instruction, and assessment (including diagnostic assessment) to drive student learning. Instruction is guided by a balance between nonnegotiable districtwide policy and a flexibility that allows schools to adapt to student needs. The Organizational Learning Cycle generates ongoing improvements in the Student Learning Cycle through the knowledge sharing, data analyses, and problem solving among the districtwide human resources networks. These districts have explicit goals and use data to regularly measure and report progress toward them. Improvement efforts are ongoing. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Identity, Belonging, and Achievement: A Model, Interventions, and Implications |
| URL: HTTP://WWW.PSYCHOLOGICALSCIENCE.ORG/JOURNALS/CD/17_6_INPRESS/COHEN.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: Association for Psychological Science |
| Abstract: In this article social psychologists present a research-based model of identity engagement that explains how an important social identity like race or gender can trigger a psychological threat and combine with other factors in a situation to cause a lowering of motivation and performance. Based on this model, two successful interventions--one with college students and one with seventh graders--are described. Early in the school year (identified as a stressful time by the authors), the experimental and control groups of seventh-grade students completed an in-class writing exercise. Those in the experimental group participated in a series of structured writing assignments in which they wrote about the importance of a personal value (like religion or relationships with friends) and its role in their lives. For the control group, it was a neutral writing exercise. For the fall term, African American students in the affirmative (experimental) writing group earned higher GPAs than their counterparts in the control group. The impact of this psychological intervention was still evident in the students' performance 2 years later. |
Rating:  |
| Claims of Effectiveness: In the two double-blind experiments the number of African American seventh graders earning a D or below was cut in half. The performance and trust in school authorities decreased for African American students in the control group. |
| How to read this information > |
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| Meeting the Needs of Significantly Struggling Learners in High School: A Look at Approaches to Tiered Intervention |
| URL: HTTP://WWW.BETTERHIGHSCHOOLS.COM/DOCS/NHSC_RTIBRIEF_08-02-07.PDF |
| Format: PDF, URL |
| Focus Area: Curriculum and Instruction, Achievement gap, High school, Special Education |
| Provider: National High School Center |
| Abstract: This report, authored by Helen Duffy of the National High School Center at the American Institutes for Research, provides an in-depth look at the implementation and structural issues, as well as the needed support required to successfully institute Response to Intervention (RTI) at the secondary school level. It defines the RTI models, explores benefits and challenges faced at the high school level, shares a snapshot of implementation at the high school level, and outlines the necessary resources needed to support this work. (August 2007) |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information but the findings are based on years of experience and the authors' expert opinion. |
| How to read this information > |
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| Middle School Practices Improve Student Achievement in High Poverty Schools |
| URL: HTTP://WWW.NMSA.ORG/PORTALS/0/PDF/PUBLICATIONS/ON_TARGET/ACHIEVEMEN... |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: National Middle School Association |
| Abstract: This article, based on analyses of student achievement and self-study data from 121 middle grade schools in Arkansas, Louisiana, and Mississippi suggests that through attention to several practices and with sufficient time, schools can counteract the impact of poverty on academic performance. This study found that sufficient common planning time for interdisciplinary teams seems to relate to high frequency of student exposure to team and classroom practices associated with higher achievement. When middle school teachers have been engaged in teaming for several years, they report more frequent incorporation of classroom practices like small-group instruction; integration of disciplines; critical thinking; authentic instruction and assessment; and practices that build reading, writing, and mathematics skills. The high frequency of common planning time appeared to have a positive impact on reading scores of students in high-poverty schools. |
| Rating: |
| Claims of Effectiveness: The researchers claim that sufficient common planning time for interdisciplinary teams seem to relate to high frequency of student exposure to team and classroom practices associated with higher achievement. |
| How to read this information > |
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| National Indian Education Part I: The Performance of American Indian and Alaska Native Fourth- and Eighth-Grade Students on NAEP 2005 Reading and Mathematics Assessments |
| URL: HTTP://NCES.ED.GOV/NATIONSREPORTCARD/PDF/STUDIES/2006463.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: National Center for Education Statistics (NCES) |
| Abstract: This report is part of a two-part study and is a summary of a compilation of comprehensive data on academic achievement and progress of Native American (American Indian & Alaska Native) students. Part I offers a statistical analysis of Native American student performance on the 2005 National Assessment of Educational Progress (NAEP) fourth- and eighth-grade reading and math assessments. The primary objective is to provide educators and policymakers with reliable data on academic performance of students at the national, state, and local levels. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| National Indian Education Study 2007 Part I: Performance of American Indian and Alaska Native Students at Grades 4 and 8 on NAEP 2007 Reading and Mathematics Assessments |
| URL: "HTTP://NCES.ED.GOV/PUBSEARCH/PUBSINFO.ASP?PUBID=2008457 |
| Format: Print, PDF, URL |
| Focus Area: Achievement gap |
| Provider: National Center for Education Statistics (NCES) |
| Abstract: The National Indian Education Study (NIES) is a two-part study describing the condition of education for American Indian and Alaska Native students in the United States. Part I of the NIES provides in-depth information on the academic performance of fourth- and eighth-grade American Indian and Alaska Native students on the National Assessment of Educational Progress (NAEP) in mathematics and reading. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| National Indian Education Study Part II: The Educational Experiences of American Indian and Alaska Native Students in Grades 4 and 8 |
| URL: "HTTP://NCES.ED.GOV/NATIONSREPORTCARD/PUBS/STUDIES/2008458.ASP |
| Format: Print, URL |
| Focus Area: Achievement gap |
| Provider: National Center for Education Statistics (NCES) |
| Abstract: The National Indian Education Study (NIES) is a two-part study describing the condition of education for American Indian and Alaska Native students in the United States. Part II presents information about the educational, home, and community experiences of American Indian and Alaska Native (AI/AN) fourth- and eighth-grade students that was collected during the National Indian Education Study (NIES) of 2007. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Public Education and Black Male Students: The 2006 State Report Card |
| URL: HTTP://WWW.SCHOTTFOUNDATION.ORG/PUBLICATIONS/SCHOTT 2006 REPORT.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: The Schott Foundation for Public Education |
| Abstract: This report is the result of commissioned research on the under-achievement of Black male students. It provides information on several school-related factors, including graduation rate, special education, advanced placement, discipline policies, and NAEP data. Using a variety of data sources from the U.S. Department of Education and the Office of Civil Rights, as well as state and district data for Black and White male students, a State Report Card on America's public education results for Black male students was created. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| School Relationships Foster Success for African American Students: ACT Policy Report |
| URL: HTTP://WWW.ACT.ORG/RESEARCH/POLICYMAKERS/PDF/SCHOOL_RELATION.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: ACT Policy Research |
| Abstract: This study uses data from the National Educational Longitudinal Study (NEL--tracked students from eighth grade in 1988 to 1994, 2 years beyond high school) to determine how the school relationships of African American students impacted educational outcomes. Using the NAASP Personal Adult Advocate model framework for fostering effective school relationships, the study explores the impact of Personal Adult Advocates on the educational expectations and postsecondary participation of African American students. Three primary recommendations were suggested: (1) districts should determine which school relationship model best serves their students and begin program implementation in middle school; (2) the implementation plan should include cultural, social, and economic diversity awareness and training components for staff; and (3) schools should encourage full student participation in school-based and school-sponsored activities that connect students to adults in their school. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Similar English Learner Students, Different Results: Why Do Some Schools Do Better? |
| URL: HTTP://WWW.EDSOURCE.ORG/ASSETS/FILES/SIMELRESBRIEFCOMPLETE.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: Stanford Educational Leadership Institute, Stanford University |
| Abstract: While demographic variables such as student poverty and English learners (EL) are expected to impact Academic Performance Index (API) scores, gaps in EL-API scores between schools with similar demographics prove confounding. This report addresses this concern by utilizing a follow-up analysis of a large-scale survey of 257 California elementary schools that serve high proportions of low-income and EL students. Improvement in schoolwide practices in four major domains provided specific strategies for EL student instruction: using assessment data to improve student achievement and instruction, ensuring availability of instructional resources, implementing a coherent standards-based curriculum and instructional program, and prioritizing student achievement using measurable and monitored objectives. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Status and Trends in the Education of Blacks |
| URL: HTTP://WWW.ECS.ORG/HTML/OFFSITE.ASP?DOCUMENT=HTTP://NCES.ED.GOV/PUB... |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: National Center for Education Statistics (NCES) |
| Abstract: Status and Trends in the Education of Blacks examines the mix of progress on key education indicators of Black children and adults in the United States. The report shows that more Black students have completed high school and gone on to college, levels of parental education of Black children have increased, and the number of Black individuals and families below the poverty level has decreased. Despite these gains, progress has been uneven over time and across various measures, and differences persist between Blacks and Whites on key indicators of education performance. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| STEM Professions: Opportunities and Challenges for Latinos in Science, Technology, Engineering and Mathematics |
| URL: HTTP://WWW.TRPI.ORG/PDFS/STEM%20LIT_FINAL.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: The Tomás Rivera Policy Institute |
| Abstract: This report synthesizes existing literature regarding Latino participation in STEM-related fields, describes trends in degree attainment and employment levels for these fields, and chronicles obstacles and opportunities affecting Latino representation. In addition to citing research related to high school retention, student preparation and skill deficits, and the threat of ethnicity-based stereotypes, the brief also highlights important secondary school factors: curriculum and instruction, learning opportunities, teachers and counselors, and lack of resources. |
| Rating: |
| Claims of Effectiveness: No claim of effectiveness is made by the authors. |
| How to read this information > |
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| Teaching and Learning in Rural Mexico: A Portrait of Student Responsibility in Everyday School Life |
| URL: HTTP://WWW.SCIENCEDIRECT.COM/ |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: ScienceDirect |
| Abstract: This study, a useful resource for U.S. educators working with recent immigrant children from rural Mexico, looks at the socio-cultural environment and personal experiences of children from a small Mexican rural school. There students were found to assume responsibility for themselves, to classmates, for making curriculum-related decisions, and to family and community. The findings have implications for supporting educational professionals in developing more culturally responsive teaching. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness. |
| How to read this information > |
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| The Color of Success: Race and High-Achieving Urban Youth |
| URL: HTTP://WWW.AMAZON.COM/COLOR-SUCCESS-HIGH-ACHIEVING-URBAN-YOUTH/DP/0... |
| Format: Print, URL |
| Focus Area: Achievement gap |
| Provider: Teachers College/Columbia University |
| Abstract: By combining a case study methodology with an analysis of data from the National Educational Longitudinal Study (NELS), the author identified social interventions and institutional strategies that created a culture in which Black, Latino, and Vietnamese high school students experienced school success. Eighty students, each of whom was enrolled in one of three career academies in an urban high school were interviewed. Based on those interviews, the sociologist-author developed a chapter on each of the three ethnic/racial groups, and gave attention to gender, class, and race differences within these groups. Effective strategies identified by this study include a structure that supports smaller, heterogeneous learning communities within schools, and the engagement of low-tracked students in a culture of academic achievement supported by caring teachers. |
| Rating: |
| Claims of Effectiveness: This book offers rich descriptions of urban student experiences. The author makes no claims of effectiveness for identified strategies. |
| How to read this information > |
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| The New Latino South and the Challenges to Public Education |
| URL: HTTP://WWW.TRPI.ORG/PDFS/NLS.PDF |
| Format: Print, URL |
| Focus Area: Achievement gap |
| Provider: The Tomás Rivera Policy Institute |
| Abstract: This report opens with a data-based discussion of the economic and educational impact of emerging immigrant communities in the South. (Nine of the ten U.S. counties with the fastest growing Latino populations 1990-2000 were in Southern states.) The case studies focus on school communities in three of these states: North Carolina, Georgia, and Arkansas. It summarizes the challenges faced by the local educators on issues related to parental involvement, teacher training, immigration status, and discrimination. Four of the report's eight chapters are devoted to strategies--frequently linked by the author to prior research--that were helping educators overcome those challenges. The report concludes with policy recommendations and contact information for school districts involved in the case studies. |
| Rating: |
| Claims of Effectiveness: The authors offer no claims of effectiveness, but they include promising programs, policies, and practices that need further research to determine effectiveness. |
| How to read this information > |
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| Understanding Latino Parental Involvement in Education |
| URL: HTTP://WWW.TRPI.ORG/PDFS/TW%20REPORT.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: The Tomás Rivera Policy Institute |
| Abstract: This study sought to identify--from key stakeholders--what constitutes parental involvement during the middle and high school years. Through focus groups and interviews in New York, Los Angeles, and Miami, researchers collected data on the perceptions of Latino parents, middle and high school students, teachers, counselors, school administrators, and coordinators of parental involvement organizations. The findings indicate divergent definitions of parental involvement and offer considerable insight into some of the issues for each of these stakeholder groups. The author concludes with sets of group-specific recommendations for policymakers, schools and community organizations, and teachers. However, given the apparent lack of clear focus and institutional consistency about involving Latino parents, the overarching recommendation is that if parents are to become more involved in their children's education, schools and other organizations offering programs must make it an institutional priority. |
| Rating: |
| Claims of Effectiveness: No claim of effectiveness is offered. The intent was to identify what constitutes parent involvement in middle and high schools. |
| How to read this information > |
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| Why Rural Matters 2007: The Realities of Rural Education Growth |
| URL: HTTP://WWW.RURALEDU.ORG/ARTICLES.PHP?ID=1954 |
| Format: PDF, URL |
| Focus Area: Rural Education, Achievement gap |
| Provider: The Rural School and Community Trust |
| Abstract: This report examines rural education in each of the 50 states and calls attention to the urgency with which policymakers in each state should address rural education issues. The researchers framed this report around five gauges that measure (1) the importance of rural education, (2) the level of socioeconomic challenges known to be barriers to academic achievement faced by rural schools, (3) the level of student diversity among rural students, (4) the rural educational policy context, and (5) the educational outcomes of rural students in each state. Each gauge is composed of several equally weighted indicators--23 indicators in all--the largest number of indicators and gauges used by Rural Trust researchers to date. The higher the ranking on a gauge, the more important or the more urgent rural education matters are in that state. The authors combined the five gauge rankings, computing an overall ranking called the Rural Education Priority Gauge to prioritize states according to the overall status of rural education in each state. No state scored at the top on all five indicators, but the four highest priority states (Mississippi, Alabama, Arizona, and North Carolina) scored the highest on four of them. States identified as the highest priority have rural schools that face more substantial challenges than rural schools in other states, receive fewer resources than others, and produce less than others in terms of student educational outcomes. Poverty, fiscal incapacity, low levels of adult education, and low levels of student achievement run in the same mutually reinforcing circles in these states, many of which are as fiscally challenged as their citizens and schools. The states in which rural education is most notably underperforming are predominantly non-rural states on the east or west coast where the rural population is "out of sight, out of mind," including, among others, California and Maryland. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this report but the data were compiled from information maintained by the National Center for Education Statistics and the U.S. Census Bureau; findings are based on those data. |
| How to read this information > |
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| Why Some Schools With Latino Children Beat The Odds . . . and Others Don't |
| URL: HTTP://WWW.ASU.EDU/COPP/MORRISON/LATINED.PDF |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: Morrison Institute for Public Policy & Center for the Future of Arizona, Arizona State University |
| Abstract: A team of researchers found 12 elementary and middle schools in Arizona that are "beating the odds" on reading and math scores. The team found six keys to success that can translate into broader messages for education policy and strategy: clear bottom line, ongoing assessment; strong, steady principal; collaborative solutions; stick with the program; and built to suit. The authors recommend a package of policy changes and strategic initiatives aimed at engaging policymakers and empowering educators with the tools and skills necessary to help students succeed. Key among the recommendations is the creation of leadership programs for principals and teachers, with the goal of sharpening analytic skills and creating collaborative environments that allow effective, knowledge-based and customized education within schools and classrooms. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Yes We Can: Telling Truth and Dispelling Myths about Race and Education in America |
| URL: HTTP://WWW2.EDTRUST.ORG/NR/RDONLYRES/DD58DD01-23A4-4B89-9FD8-C11BB0... |
| Format: PDF, URL |
| Focus Area: Achievement gap |
| Provider: Education Trust |
| Abstract: This brief acknowledges the low levels of achievement on national achievement tests for African American, Latino, and American Indian students. Through specific examples and data, it makes the case that students from these populations--many of whom are from high-poverty environments--can and are succeeding and excelling. They are achieving because their schools are providing clear goals, high expectations, rigorous course work, extra instructional assistance, and experienced teachers who are well grounded in content and pedagogy. The document highlights the serious impact that absence of aligned standards and assessments, in concert with high-quality learning experiences, has on the lives and future options of so many students of color. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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