Search Results: (16-30 of 36 records)
| Pub Number | Title |  Date |
|---|---|---|
| NCES 2007040 | Status of Education in Rural America
This report presents a series of indicators on the status of education in rural America, using the new NCES locale classification system. The new system classifies the locale of school districts and schools based on their actual geographic coordinates into one of 12 locale categories and distinguishes between rural areas that are on the fringe of an urban area, rural areas that are at some distance, and rural areas that are remote. The findings of this report indicate that in 2003-04 over half of all operating school districts and one-third of all public schools in the United States were in rural areas; yet only one-fifth of all public school students were enrolled in rural areas. A larger percentage of public school students in rural areas than those in any other locale attended very small schools. A larger percentage of rural public school students in the 4th- and 8th-grades scored at or above the Proficient level on the National Assessment of Educational Progress (NAEP) reading, mathematics, and science assessments in 2005 than did public school students in cities at these grade levels. However, smaller percentages of rural public school students than suburban public school students scored at or above the Proficient level in reading and mathematics. In 2004, the high school status dropout rate (i.e., the percentage of persons not enrolled in school and not having completed high school) among 16- to 24-year-olds in rural areas was higher than in suburban areas, but lower than in cities. Current public school expenditures per student were higher in rural areas in 2003-04 than in any other locale after adjusting for geographic cost differences. Racial/ethnic minorities account for a smaller percentage of public school teachers in rural schools than in schools in all other locales in 2003-04. In general, smaller percentages of public school teachers in rural areas than across the nation as a whole reported problems as “serious” and behavioral problems as frequent in their schools in 2003-04. Likewise, a larger percentage of public school teachers in rural areas than in other locales reported being satisfied with the teaching conditions in their school in 2003-04, though a smaller percentage of rural public school teachers than suburban public school teachers reported being satisfied with their salary. Public school teachers in rural areas earned less, on average, in 2003-04 than their peers in other locales, even after adjusting for geographic cost differences. |
7/25/2007 |
| WWC IRECCLE07 | Literacy Express
Literacy Express is a comprehensive preschool curriculum designed for three- to five-year-old children. The program is structured around thematic units on oral language, emergent literacy, basic math, science, general knowledge, and socio-emotional development. It can be used in half- or full-day programs with typically developing children and children with special needs. The program provides professional development opportunities for staff, teaching materials, suggested activities, and recommendations for room arrangement, daily schedules, and classroom management. |
7/16/2007 |
| WWC IRBRKSR07 | Kaplan SpellRead
Kaplan SpellRead (formerly known as SpellRead Phonological Auditory Training®) is a literacy program for struggling readers in grades 2 or above, including special education students, English language learners, and students more than two years below grade level in reading. Kaplan SpellRead integrates the auditory and visual aspects of the reading process and emphasizes specific skill mastery through systematic and explicit instruction. The program takes five to nine months to complete and consists of 140 lessons divided into three phases. |
7/9/2007 |
| WWC IRBRWR07 | Wilson Reading
Wilson Reading System® is a supplemental reading and writing curriculum designed to promote reading accuracy (decoding) and spelling (encoding) skills for students with word-level deficits. The program is designed to teach phonemic awareness, alphabetic principles (sound-symbol relationship), word study, spelling, sight word instruction, fluency, vocabulary, oral expressive language development, and comprehension. Students engage in a variety of activities in the classroom, including hearing sounds, practicing with syllable and word cards, listening to others read, and reading aloud and repeating what they have read in their own words. The program is designed to help children master new skills, with reviews reinforcing previous lessons. This program was designed for students in grade 2 and above. Fundations®, a related program not reviewed in this report, was recently developed with the same principle for students in kindergarten through third grade. In the single study reviewed by the WWC for this report, only the word-level components of Wilson Reading System® were implemented. |
7/2/2007 |
| NCSER 20073005 | Facts From NLTS2: Secondary School Experiences of Students With Autism
The National Center for Special Education Research at the Institute of Education Sciences has released a new fact sheet on the National Longitudinal Transition Study-2 (NLTS2) entitled Facts From NLTS2: Secondary School Experiences of Students With Autism. This fact sheet provides a national picture of the secondary school experiences of students with autism using data from the NLTS2. This study has a nationally representative sample of more than 11,000 students with disabilities. Approximately 1,000 youth with autism are included in the sample. The fact sheet provides information on such topics as the courses taken, instructional settings, the nature of the curriculum and instruction, teacher perceptions, and the types of accommodations and supports provided for students with autism. |
5/14/2007 |
| WWC IRBRRWT07 | Read, Write & Type!™
Read, Write & Type!™ Learning System is a software program with supporting materials designed to teach beginning reading skills by emphasizing writing as a way to learn to read. The program was developed for six- to nine-year-old students who are just beginning to read and for students who are struggling readers and writers. The main goal of Read, Write & Type!™ is to help students develop an awareness of the 40 English phonemes and the ability to associate each phoneme with a letter or a combination of letters and a finger stroke on the keyboard. Other goals of the program include identifying phonemes in words and fluency in sounding out, typing, and reading regularly spelled words. |
5/7/2007 |
| NCES 2007043 | Timing and Duration of Student Participation in Special Education in the Primary Grades
This Issue Brief reports the timing of entry into special education and the number of grades in which students receive special education across the primary grades. About 12 percent of students receive special education in at least one of the grades: kindergarten, first, and third grade, including 16 percent of boys, 8 percent of girls, 18 percent of poor children, and 10 percent of nonpoor children. One in three students who receive special education in early grades, first receive special education in kindergarten. Half of those who begin special education in kindergarten are no longer receiving special education by third grade. In addition to students’ gender and poverty status, results are presented separately for other student and school characteristics, including race/ethnicity and school control, urbanicity, region, and poverty concentration. Data for this brief come from the Early Childhood Longitudinal Studies, Kindergarten Class of 1998-99 (ECLS-K). |
3/21/2007 |
| WWC IRBRRR07 | Reading Recovery®
Reading Recovery® is a short-term tutoring intervention program intended to serve the lowest achieving (bottom 20%) first-grade students. According to the Reading Recovery® website, lessons incorporate the program's ten principles: phonological awareness, visual perception of letters, word recognition, phonics/decoding skills, phonics/structural analysis, fluency/automaticity, comprehension, a balanced literacy approach, early intervention, and individual tutoring. Students are chosen for Reading Recovery® by school staff, and selection is based on prior reading achievement, diagnostic testing (the Clay Observation Survey of Early Literacy Achievement), and teacher recommendations. The goals of Reading Recovery® are to promote literacy skills and reduce the number of first-grade students who are struggling to read. The program supplements classroom teaching with one-on-one tutoring sessions, generally conducted as pull-out sessions during the school day. Tutoring, which is conducted by trained Reading Recovery® teachers, takes place daily for 30 minutes over 12–20 weeks. |
3/19/2007 |
| WWC IRECWC07 | Words and Concepts
Words and Concepts is a computer software program that focuses on building oral language skills related to vocabulary, comprehension, word relationships, and other concepts in six units—vocabulary, categorization, word identification by function, word association, concept of same, and concept of different. It can be used by adults and children with varying special needs, including language-learning disabilities, developmental disabilities, physical impairments, hearing and vision impairments, and autism. |
3/12/2007 |
| NCSER 20063004 | An Overview of Findings From Wave 2 of the National Longitudinal Transition Study-2 (NLTS2)
In 2001, the U.S. Department of Education funded the National Longitudinal Transition Study-2 (NLTS2) to provide a national picture of the characteristics, experiences, and outcomes of secondary school students with disabilities as they transition to young adulthood. NLTS2 includes a sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. The sample is nationally representative of youth with disabilities as a group and youth in each of the 12 federal special education disability categories in use for students in the NLTS2 age range. Data are being collected in five waves over a 9-year period and include information from parents, youth, school staff, and school records. NLTS2 is the only source of information on such key aspects of youths' experiences as their academic achievement, school completion, and postsecondary education and employment. |
9/21/2006 |
| NCSER 20063003 | Preschoolers with Disabilities: Characteristics, Services, and Results: Wave 1 Overview Report from the Pre-Elementary Education Longitudinal Study (PEELS)
The National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) has released the first major report from the Pre-Elementary Education Longitudinal Study (PEELS) entitled, Preschoolers with Disabilities: Characteristics, Services, and Results. PEELS includes a nationally representative sample of more than 2900 children who were ages 3 through 5 and receiving preschool special education services in 2003-2004. This report describes characteristics of the participating children and their families, children's school-related readiness and behavior, and characteristics of educational services and providers. |
9/14/2006 |
| NCSER 20063000 | The Academic Achievement and Functional Performance of Youth with Disabilities:
A Report From the National Longitudinal Transition Study-2 (NLTS2)
The National Center for Special Education at the Institute of Education Sciences has released the twelfth report from the National Longitudinal Transition Study-2 (NLTS2). NLTS2 includes a nationally representative sample of more than 11,000 youth who were ages 13 through 16 and receiving special education services in seventh grade or above in the 2000-2001 school year. This report discusses results from the direct assessment of NLTS2 sample members when they were in the 16-18-year-old age range. |
8/16/2006 |
| NCSER 20063001 | Facts from NLTS2: General Education Participation and Academic Performance of Students With Learning Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2. This report focuses on youth, ages 14-18 and classified as having learning disabilities, who were receiving special education services during the 2000-01 school year. |
8/16/2006 |
| NCSER 2006NLTS2B | Briefing From NLTS2: The National Longitudinal Transition Study-2 (NLTS2)
On Wednesday, June 14th, SRI International project staff gave a briefing on the National Longitudinal Transition Study-2. The focus was on data collected in 2003 from youth, ages 15-19, during Wave 2 of the study. The presentation addressed the question, "What is life like for youth with disabilities, as seen through their own eyes?" These data reveal youths' perceptions of themselves; their school experience; the services and supports they receive; personal relationships; and their expectations for the future. Data from Wave 3, collected 2 years later in 2005, provides a backdrop for interpreting the results. |
6/24/2006 |
| NCSER 2005NLTS2 | Facts From NLTS2: High School Completion by Youth with Disabilities
The National Center for Special Education Research at the Institute of Education Sciences has released a brief report from the National Longitudinal Transition Study-2 entitled Facts From NLTS2: High School Completion by Youth with Disabilities. There has been an increase over time in the percentage of youth with disabilities who complete high school. However, this mark of success is much more common for some youth than others. Those with sensory or orthopedic impairments finish school at much higher rates, for example, than youth with multiple disabilities or emotional disturbances. Whether youth with disabilities finish or drop out of high school is associated with marked differences in their experiences in the early postschool years. A high school diploma gives graduates with disabilities access to a college education that is unavailable to most dropouts. Although the two groups are equally likely to be working for pay after school, dropouts work longer hours, on average, thereby generating greater income. |
5/24/2006 |
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