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Author: Jeremy D. Finn
Publisher: DIANE Publishing
ISBN: 1428928553
Category :
Languages : en
Pages : 132
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Book Description
This report examines heterogeneity in young adult outcomes among students at risk for school failure due to low socioeconomic status (SES). It addresses the question: "Among students at risk due to status characteristics, what are the relationships of high school engagement and attainments with post-high school outcomes?" Two sets of outcomes are considered: entry and persistence in postsecondary education, and employment and income as a young adult. The report distinguishes between "status risk factors" such as SES and race/ethnicity and two other sets of risk factors: behavioral risk factors and academic risk factors. Behavioral risk factors are behaviors and attitudes closely related to learning, for example, attendance, paying attention to the teacher, completing coursework, and developing a sense that schooling is important to future life successes. These behaviors and attitudes are referred to as school engagement. "Disengagement" (e.g., not attending class, not completing assignments) can create severe impediments to learning. Appended are: (1) Technical Notes; (2) Standard Errors Tables; (3) Other Statistical Tables; and (4) Variables Used in This Report. (Contains 148 endnotes and 19 tables.).
Author: Jeremy D. Finn
Publisher: DIANE Publishing
ISBN: 1428928553
Category :
Languages : en
Pages : 132
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Book Description
This report examines heterogeneity in young adult outcomes among students at risk for school failure due to low socioeconomic status (SES). It addresses the question: "Among students at risk due to status characteristics, what are the relationships of high school engagement and attainments with post-high school outcomes?" Two sets of outcomes are considered: entry and persistence in postsecondary education, and employment and income as a young adult. The report distinguishes between "status risk factors" such as SES and race/ethnicity and two other sets of risk factors: behavioral risk factors and academic risk factors. Behavioral risk factors are behaviors and attitudes closely related to learning, for example, attendance, paying attention to the teacher, completing coursework, and developing a sense that schooling is important to future life successes. These behaviors and attitudes are referred to as school engagement. "Disengagement" (e.g., not attending class, not completing assignments) can create severe impediments to learning. Appended are: (1) Technical Notes; (2) Standard Errors Tables; (3) Other Statistical Tables; and (4) Variables Used in This Report. (Contains 148 endnotes and 19 tables.).
Author: Tom Loveless
Publisher: Brookings Institution Press
ISBN: 9780815753292
Category : Education
Languages : en
Pages : 50
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Book Description
This year the Brown Center analyzes individual math items from the National Assessment of Education Progress (NAEP), attempting to gauge the countrys computation skills.
Author: Denise Pope
Publisher: John Wiley & Sons
ISBN: 1119022568
Category : Education
Languages : en
Pages : 256
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Book Description
Praise for Overloaded and Underprepared “Parents, teachers, and administrators are all concerned that America’s kids are stressed out, checked out, or both—but many have no idea where to begin when it comes to solving the problem. That’s why the work of Challenge Success is so urgent. It has created a model for creating change in our schools that is based on research and solid foundational principles like communication, creativity, and compassion. If your community wants to build better schools and a brighter future, this book is the place to start.” —Daniel H. Pink, author of Drive and A Whole New Mind “Challenge Success synthesizes the research on effective school practices and offers concrete tools and strategies that educators and parents can use immediately to make a difference in their communities. By focusing on the day-to-day necessities of a healthy schedule; an engaging, personalized, and rigorous curriculum; and a caring climate, this book is an invaluable resource for school leaders, teachers, parents, and students to help them design learning communities where every student feels a sense of belonging, purpose, and motivation to learn the skills necessary to succeed now and in the future.” —Linda Darling-Hammond, Charles E. Ducommun Professor of Education, Stanford University “Finally, a book about education and student well-being that is both research-based and eminently readable. With all the worry about student stress and academic engagement, Pope, Brown and Miles gently remind us that there is much we already know about how to create better schools and healthier kids. Citing evidence-based ‘best practices’ gleaned from years of work with schools across the country, they show us what is not working, but more importantly, what we need to do to fix things. Filled with practical suggestions and exercises that can be implemented easily, as well as advice on how to approach long-term change, Overloaded and Underprepared is a clear and compelling roadmap for teachers, school administrators and parents who believe that we owe our children a better education.” —Madeline Levine, co-founder Challenge Success; author of The Price of Privilege and Teach Your Children Well “This new book from the leaders behind Challenge Success provides a thorough and balanced exploration of the structural challenges facing students, parents, educators, and administrators in our primary and secondary schools today. The authors’ unique approach of sharing proven strategies that enable students to thrive, while recognizing that the most effective solutions are tailored on a school-by-school basis, makes for a valuable handbook for anyone seeking to better understand the many complex dimensions at work in a successful learning environment.” —John J. DeGioia, President of Georgetown University
Author: Tom Loveless
Publisher: Brookings Institution Press
ISBN: 9780815753025
Category : Education
Languages : en
Pages : 44
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Book Description
The Brown Center on Education Policy conducts research on topics in American education, with a special focus on efforts to improve academic achievement in elementary and secondary schools. The center seeks to inform policymakers at all levels of government, to influence the course of future educational research, and to produce a body of work valuable not only to policymakers and scholars, but also to parents, teachers, administrators, taxpayers, school board members, and the general public.This annual report analyzes the state of American education using the latest measures of student learning, uncovers and explains important trends in achievement test scores, and identifies promising and disappointing educational reforms. Unlike similar reports intended solely for government use, the Brown Center Annual Report is written for an audience of parents, teachers, and policymakers.
Author: Frederick M. Hess
Publisher: St. Martin's Press
ISBN: 1250086396
Category : Education
Languages : en
Pages : 274
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Book Description
Forget everything you think you know about school reform. Cutting through the cant, sentiment, and obfuscation characterizing the current school reform debate, Frederick M. Hess lacerates the conventional "status quo" reform efforts and exposes the naivete underlying reform strategies that rest on solutions like class size reduction, small schools, and enhanced professional development. He explains that real improvement requires a bracing regime of common sense reforms that create a culture of competence by rewarding excellence, punishing failure, and giving educators the freedom and flexibility to do their work. He documents the scope of the challenges we face and then provides concrete recommendations for addressing them through reforms to promote accountability, competition, a 21st-century workforce, effective school leadership, and sensible reinvention. Engagingly written and drawing on real world experiences and examples, Common Sense School Reform will generate debate and help set the agenda for the future.
Author: Helen F. Ladd
Publisher: Routledge
ISBN: 1135863881
Category : Education
Languages : en
Pages : 786
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Book Description
Sponsored by the Association for Education Finance and Policy (AEFP), this groundbreaking new handbook assembles in one place the existing research-based knowledge in education finance and policy, thereby helping to define this evolving field of research and practice. It provides a readily available resource for anyone seriously involved in education finance and policy in the United States and around the world. The Handbook traces the evolution of the field from its initial focus on school inputs and the revenue sources used to finance these inputs to a focus on educational outcomes and the larger policies used to achieve them. It shows how the current decision-making context in school finance inevitably interacts with those of governance, accountability, equity, privatization, and other areas of education policy. Because a full understanding of the important contemporary issues requires input from a variety of perspectives, the Handbook draws on contributors from a variety of disciplines. While many of the chapters cover complex state-of-the-art empirical research, the authors explain key concepts in language that non-specialists can understand.
Author: William G. Bowen
Publisher: University of Virginia Press
ISBN: 9780813933399
Category : Political Science
Languages : en
Pages : 476
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Book Description
Thomas Jefferson once stated that the foremost goal of American education must be to nurture the "natural aristocracy of talent and virtue." Although in many ways American higher education has fulfilled Jefferson's vision by achieving a widespread level of excellence, it has not achieved the objective of equity implicit in Jefferson's statement. In Equity and Excellence in American Higher Education, William G. Bowen, Martin A. Kurzweil, and Eugene M. Tobin explore the cause for this divide. Employing historical research, examination of the most recent social science and public policy scholarship, international comparisons, and detailed empirical analysis of rich new data, the authors study the intersection between "excellence" and "equity" objectives. Beginning with a time line tracing efforts to achieve equity and excellence in higher education from the American Revolution to the early Cold War years, this narrative reveals the halting, episodic progress in broadening access across the dividing lines of gender, race, religion, ethnicity, and socioeconomic status. The authors argue that despite our rhetoric of inclusiveness, a significant number of youth from poor families do not share equal access to America's elite colleges and universities. While America has achieved the highest level of educational attainment of any country, it runs the risk of losing this position unless it can markedly improve the precollegiate preparation of students from racial minorities and lower-income families. After identifying the "equity" problem at the national level and studying nineteen selective colleges and universities, the authors propose a set of potential actions to be taken at federal, state, local, and institutional levels. With recommendations ranging from reform of the admissions process, to restructuring of federal financial aid and state support of public universities, to addressing the various precollegiate obstacles that disadvantaged students face at home and in school, the authors urge all selective colleges and universities to continue race-sensitive admissions policies, while urging the most selective (and privileged) institutions to enroll more well-qualified students from families with low socioeconomic status.
Author: Kathryn M. Borman
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 256
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Book Description
Author: Mark Berends
Publisher: Routledge
ISBN: 1351572202
Category : Education
Languages : en
Pages : 324
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Book Description
Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools. Key features of this important new book include: Expertise – The National Center on School Choice includes internationally known scholars from the following institutions: Harvard University, Brown University, Stanford University, Brookings Institution, National Bureau of Economic Research and Northwest Evaluation Association. Cross-Disciplinary – The volume brings together material from related disciplines and methodologies that are associated with the individual and systemic effects of charter schools. Coherent Structure – Each section begins with a lengthy introduction that summarizes the themes and major findings of that section. A summarizing chapter by Mark Schneider, the Commissioner of the National Center on Educational Statistics, concludes the book. This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 124
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Book Description
