Search Results: (1-15 of 127 records)
| Pub Number | Title |  Date |
|---|---|---|
| REL 2008063 | State Policies and Procedures and Selected Local Implementation Practices in Response to Intervention in the Six Southeast Region States
This report describes how six state education agencies and three local education agencies in the Southeast Region are adopting and implementing Response to Intervention-an education approach designed to provide effective, evidence-based interventions for struggling learners. |
9/22/2008 |
| REL 2008037 | Examining Context and Challenges in Measuring Investment in Professional Development: a Case Study of Six School Districts in the Southwest Region
This study is an exploratory inquiry into the context and challenges of measuring investment in professional development in six Southwest Region school districts. The study estimated annual spending of approximately $150-$600 per pupil-or 2-9 percent of total spending. These figures likely underestimate the full investment in professional development in these districts because of the inability to track more integrated professional development activity that is a natural part of a teacher's work day or week. |
9/22/2008 |
| REL 2008060 | Training Early Intervention Assistants in California's Community Colleges
This study examines California's efforts to foster preservice preparation of early intervention assistants for infants and toddlers with special needs through the Community College Personnel Preparation Project, a certificate program offered by participating community colleges. The study finds that colleges could develop preservice training programs for early intervention assistants that meet requirements such as those for awarding a Chancellor's certificate, although not all participating colleges were successful, despite receiving state funding for startup expenses. |
9/22/2008 |
| NCES 2008353REV | Public School Graduates and Dropouts from the Common Core of Data: School Year 2005-06
This report presents the number of high school graduates, the Averaged Freshman Graduation Rate (AFGR), and dropout data for grades 9 through 12 for public schools in school year 2005-06. The counts of graduates, dropouts, and enrollments by grade (which serve as the denominators for the graduation and dropout rates) are from the Common Core of Data (CCD) nonfiscal surveys of public elementary/secondary education. These data represent high school graduates receiving regular diplomas for the 2005-06 school year and dropouts from the 2005-06 school year. |
9/19/2008 |
| REL 2008061 | Implementation of the Weighted Student Formula Policy in San Francisco: a Descriptive Study of an Equity-Driven, Student-Based Planning and Budgeting Policy
This report describes the planning and implementation of San Francisco's weighted student formula policy, an equity-driven student-based planning and budgeting policy. It examines one district's policy goals, planning and implementation considerations, and how the policy interacted with other local, state, and federal policies. |
9/15/2008 |
| REL 2008058 | Examining the Links Between Grade 12 Mathematics and Remedial Courses in Nevada Public Colleges and Universities
This study examines the links between Nevada's grade 12 mathematics courses and remedial mathematics courses in Nevada's public colleges and universities. It analyzes remediation rates by students' highest grade 12 mathematics course level and mathematics grade point average and by various student and school characteristics. |
8/5/2008 |
| REL 2008057 | Trends in California Teacher Demand: a County and Regional Perspective
The report highlights the differences among California's counties and regions in their use of underprepared teachers and their needs for new teachers in the coming decade as driven by projected student enrollment changes and teacher retirements. The findings show county and regional variations in key factors that influence teacher labor markets. |
8/5/2008 |
| REL 2008055 | Characteristics of California School Districts in Program Improvement
This descriptive analysis provides a statistical profile of California's Title I school districts in program improvement. As an independent analysis of these districts in the aggregate, it is intended to inform the context for district improvement as California rolls out and refines its district intervention strategies. |
7/28/2008 |
| REL 2008054 | Characteristics of Arizona School Districts in Improvement
This descriptive analysis provides a statistical profile of Arizona's lowest performing school districts, which can inform the context for district improvement as Arizona rolls out and refines its district intervention strategies. |
7/21/2008 |
| REL 2007014 | English Language Proficiency Assessment in the Pacific Region
Using various approaches to identify English language learners, several Pacific Region jurisdictions are developing English language proficiency standards and assessments aligned with those standards. Others are working on content standards, including language arts, and have expressed interest in developing English language proficiency standards but lack formal assessment mechanisms. |
7/2/2008 |
| WWC QRTAP0608 | WWC Quick Review of the Manuscript "A Little Now for a Lot Later: A Look at a Texas Advanced Placement Incentive Program"
This study examined whether the Advanced Placement Incentive Program (APIP) affects students' SAT/ACT scores and college attendance. |
6/3/2008 |
| REL 2008047 | An Analysis of State Data on the Distribution of Teaching Assignments Filled by Highly Qualified Teachers in New York Schools
New York rural schools and districts have a high percentage of core teaching assignments filled by highly qualified teachers, with only small differences across key factors such as school poverty and school need for improvement. Urban schools—particularly those in New York City—have fewer core assignments filled by highly qualified teachers. |
5/5/2008 |
| REL 2008036 | What States Can Learn About State Standards and Assessment Systems from No Child Left Behind Documents and Interviews with Central Region Assessment Directors
The purpose of this study is to describe the No Child Left Behind requirements for state standards and assessment systems. It examined official documents and peer review decision letters and included interviews with state assessment directors in the Central Region to highlight the challenges states face in developing and implementing approved systems. |
4/7/2008 |
| NCES 2008470 | NAEP Writing 2007 State Snapshot Reports
Each state and jurisdiction that participated in the NAEP 2007 writing assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
4/3/2008 |
| NCES 2008471 | NAEP Writing 2007 District Snapshot Reports
Each district that participated in the NAEP 2007 Trial Urban District Assessment in writing receives a one-page snapshot report that presents key findings and trends in a condensed format. The reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the district participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, eligibility for free/reduced-price lunch, and the 25th compared to the 75th percentile score. Trends in scale scores at selected percentiles are also displayed. |
4/3/2008 |
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