Search Results: (1-15 of 19 records)
| Pub Number | Title |  Date |
|---|---|---|
| WWC IRDPMC09 | Middle College High School
Middle College High Schools are alternative high schools located on college campuses that aim to help at-risk students complete high school and encourage them to attend collvege. The four-year program offers a project-centered, interdisciplinary curriculum with an emphasis on team teaching, individualized attention, and the development of critical thinking skills. Students are also offered support services, including specialized counseling, peer support, and career experience opportunities. In recent years, some Middle College High Schools have converted to the Early College High School model, which offers students a five-year, accelerated course of study during which they can earn an associate degree or two years of college credits, in addition to a high school diploma. This review focuses only on the four-year Middle College High School model. |
3/17/2009 |
| NCEE 20094036 | Enhanced Reading Opportunities: Findings from the Second Year of Implementation: Report from the Preschool Curriculum Evaluation Research Initiative
The report, Enhanced Reading Opportunities: Findings from the Second Year of Implementation presents findings from an ongoing evaluation of the impact of two supplemental literacy programs — Reading Apprenticeship Academic Literacy (RAAL) and Xtreme Reading (XR) — that aim to improve the reading comprehension skills and school performance of struggling ninth-grade readers. The report describes the effects of the programs on the second cohort of students entering high school two to five years behind grade level in reading. Taken together, the programs produced a statistically significant impact on reading comprehension among the students who were randomly assigned to participate in the supplemental literacy programs equivalent to 1 to 2 months of instruction compared to those who did not participate in the programs. Analyzed separately, RAAL had a statistically significant impact on reading comprehension while XR did not have a statistically significant impact on reading comprehension. No statistically significant impacts were found on student’s vocabulary test scores or their use of reading behaviors promoted by the programs. |
11/20/2008 |
| NCES 2008320 | Trends Among High School Seniors, 1972-2004
Using questionnaire and transcript data collected in 1972, 1980, 1982, 1992, and 2004, this report presents information on five cohorts of high school seniors. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, and socioeconomic status (SES). Key findings of the report include the following: The proportion of Black seniors who were in the highest SES quartile doubled from 1972 to 1992 (from 5 percent to 10 percent), and increased overall from 5 percent in 1972 to 14 percent in 2004. The percentage of seniors enrolling in calculus during their senior year grew from 6 percent to 13 percent between 1982 and 2004. The percentage of seniors taking no mathematics courses during their senior year declined from 57 percent to 34 percent over this time period. Seniors increased their senior-year enrollment in advanced science courses (chemistry II, physics II, and advanced biology) from 12 percent in 1982 to 25 percent in 2004. In each class of seniors, most of those who planned further schooling intended to attend four-year postsecondary schools, with the proportion of students planning to attend four-year schools rising from 34 percent in 1972 to 61 percent in 2004. In all years, higher percentages of Asian high school seniors, and lower percentages of Hispanic seniors (except in 1992), compared to other racial/ethnic groups, planned attendance at four-year institutions No difference was observed between 1972 and 2004 between the percentage of seniors expecting a bachelor’s degree as their highest level of education. Instead, growth between these two time points was greatest in expectations for a graduate or professional degree: 13 percent of seniors expected to attain this level of education as their highest in 1972, compared to 38 percent of seniors in 2004. In 1972, males expected to earn a graduate degree as their highest educational level in greater proportions than did females (16 percent versus 9 percent); however, in 2004, females expected to earn a graduate degree more often than males (45 percent versus 32 percent). Seniors increasingly expected to work in professional occupations (growing from 45 percent of seniors in 1972 to 63 percent of seniors in 2004 expecting to work in a professional field). |
6/24/2008 |
| WWC IRDPFT08 | First Things First
First Things First is a reform model intended to transform elementary, middle, and high schools serving significant proportions of economically disadvantaged students. Its three main components are: (1) “small learning communities” of students and teachers, (2) a family and student advocate system that pairs staff members and students to monitor and support progress and that serves as a bridge between the school and family, and (3) instructional improvements to make classroom teaching more rigorous and engaging and more closely aligned with state standards and assessments. |
1/24/2008 |
| NCES 2007312 | Advanced Mathematics and Science Coursetaking in the Spring High School Senior Classes of 1982, 1992, and 2004
This report presents new time series data on the coursetaking patterns in mathematics and science for the spring high school graduating classes of 1982, 1992, and 2004. Coursetaking information was derived from high school transcripts collected by NCES in the following three studies: (1) High School and Beyond Longitudinal Study of 1980 Sophomores; (2) the National Education Longitudinal Study of 1988; and (3) the Education Longitudinal Study of 2002. The analysis addresses overall trends, as well as trends within various subgroups defined by sex, race/ethnicity, socioeconomic status (SES), expectations for future educational attainment, and school sector. The report examines trends in academic coursetaking in both mean credits earned in math and science and in the highest course level that high school graduates completed in the two subjects. Some key findings are as follows. First, in mathematics, academic coursework increased from, on average, 2.7 total credits in 1982 to 3.6 total credits in 2004. In addition, graduates shifted from taking lower level mathematics courses to taking more advanced courses. For example, the percentage of graduates who persisted through the mathematics curriculum into the two most advanced levels—precalculus and calculus—tripled between 1982 and 2004. At the subgroup level, while students in each of the four SES quartiles increased their participation in advanced mathematics over time, some disparities increased—for example, the difference between the highest and lowest SES quartiles in precalculus and calculus coursetaking went from 18 percentage points in 1982 to 35 percentage points in 2004. Second, in science, the average number of credits increased from 2.2 total credits in 1982 to 3.3 total credits in 2004. Further, graduates shifted in significant proportions from taking lower level science courses to taking upper level ones. At the subgroup level, despite increased completion of advanced-level science courses by graduates from all school sectors, Catholic and other private school students remained more likely than their public school counterparts to complete advanced-level courses in science. |
8/9/2007 |
| WWC IRDPTD07 | Talent Development High Schools
Talent Development High Schools is a school reform model for restructuring large high schools with persistent attendance and discipline problems, poor student achievement, and high dropout rates. The model includes both structural and curriculum reforms. It calls for schools to reorganize into small "learning communities"—including ninth-grade academies for first-year students and career academies for students in upper grades—to reduce student isolation and anonymity. It also emphasizes high academic standards and provides all students with a college-preparatory academic sequence. |
7/16/2007 |
| NCES 2007463 | The 2000 High School Transcript Study Tabulations: Comparative Data on Credits Earned and Demographics for 2000, 1998, 1994, 1990, 1987, and 1982 High School Graduates.
The NAEP High School Transcript Study (HSTS), a program conducted by the National Center for Education Statistics (NCES), is designed to examine the high school course offerings and course-taking patterns of graduating seniors in a representative sample of schools across the nation. In addition, the HSTS provides valuable information about the rigor of high school curricula, including both academic and vocational courses. The HSTS is linked to grade 12 NAEP results to provide information on the relationship between student course-taking patterns and achievement. Providing findings from six separate data collections, the study has been helpful to a diverse audience including teachers, curriculum specialists, parents, researchers, and policymakers. The 2000 High School Transcript Study Tabulations provide a large number of tables that summarize the course-taking patterns of high school graduates in 2000 and compare them to those of their counterparts in 1982, 1987, 1990, 1994, and 1998. The report also provides data tables describing the relationship of the course-taking patterns of 2000 graduates to their proficiencies in mathematics and science as measured by the 2000 NAEP assessments. |
7/16/2007 |
| WWC IRCEPA07REV | Positive Action
Positive Action, a K–12 program, aims to promote character development, academic achievement, and social-emotional skills and to reduce disruptive and problem behavior. The program is based on the philosophy that you feel good about yourself when you think and do positive actions, and there is always a positive way to do everything. The curriculum includes six units; some grades have a review for a seventh unit. All lessons are scripted and use classroom discussion, role-play, games, songs, and activity sheets or text booklets. Optional components that may or may not be implemented as part of the program are: site-wide climate development; drug education for grade 5 and middle school; conflict resolution; counselor, parent, and family classes; and community/coalition components. |
4/23/2007 |
| WWC IRMSOC07 | University of Chicago School Mathematics Project (UCSMP) Algebra
University of Chicago School Mathematics Project (UCSMP) Algebra, designed to increase students' skills in algebra, is appropriate for students in grades 7–10, depending on the students' incoming knowledge. This one-year course highlights applications, uses statistics and geometry to develop the algebra of linear equations and inequalities, and includes probability concepts in conjunction with algebraic fractions. The curriculum emphasizes graphing, while manipulation with rational algebraic expressions is delayed until later courses. This curriculum uses the UCSMP textbook. |
3/26/2007 |
| WWC IRMSTM07 | Transition Mathematics
Transition Mathematics aims to increase 7th- through 12th-grade students' skills in applied arithmetic, pre-algebra, and pre-geometry. This one-year curriculum also addresses general application to different wordings of problems, types of numbers, and contexts for problems and aims to promote mathematical reading skills. The curriculum uses the University of Chicago School Mathematics Project (UCSMP) textbook. The sequence of the topics intends to assist the transition from arithmetic to algebra and geometry. |
3/12/2007 |
| NCES 2007467 | America’s High School Graduates: Results from the 2005 NAEP High School Transcript Study
This report presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included. Transcripts were collected from a nationally representative sample of 26,000 high school graduates. The 2005 results are compared to the results of earlier transcript studies, and differences among graduates by race/ethnicity, gender, and parent education are examined. Study findings include: 2005 graduates earned approximately three more credits (about 360 additional hours of instruction during their high school careers) than their 1990 counterparts. In 2005, the overall grade point average (GPA) was approximately a third of a letter grade higher than in 1990. Graduates with stronger academic records obtain higher NAEP scores. For example, graduates whose highest mathematics course was geometry or below had average NAEP mathematics scores below the Basic achievement level, while graduates who took calculus had average NAEP scores at the Proficient level. Female graduates’ GPAs overall and in mathematics and science were higher than the GPAs of male graduates during each year the HSTS was conducted. Among those who took higher level mathematics and science courses, male graduates had higher NAEP scores than female graduates. Increased percentages of White, Black, Hispanic, and Asian/Pacific Islander graduates completed at least a midlevel curriculum in 2005 compared with 1990. The GPAs of all four racial/ethnic groups also increased during this time. In 2005, both Black and Hispanic graduates were less likely than White graduates to have completed calculus or advanced science courses and to have higher GPAs. |
2/22/2007 |
| WWC IRCELQ06 | Lions Quest—Skills for Action
Skills for Action, a program to build positive character values and life and citizenship skills for students in grades 9–12, includes classroom lessons and service learning. The program, with more than 100 lessons focused around 26 personal, social, and thinking skills, ranges from one semester to four years in length. Students explore personal stories highlighting values and behavior through teachers’ questions and group discussion and resource pages in the curricular materials. For service learning, students perform school-based or community-based projects and reflect on their experiences. Optional components include a student magazine, an Advisory Team, and supplemental units on drug use prevention. A related program is reviewed in the What Works Clearinghouse (WWC) intervention report on Skills for Adolescence. |
9/28/2006 |
| WWC IRCEVL06 | Voices Literature and Character Education (Voices LACE)
Voices Literature and Character Education Program (Voices LACE; formerly known as Voices of Love and Freedom and Literacy and Values) is a K–12 program that aims to promote positive character and citizenship values, literacy skills, and social skills. The program contains a curriculum that can be used over any length of time. During classroom lessons, students read books about such everyday issues as ethnic discrimination, fighting, and bullying, and elaborate on central themes through role-playing and discussions practiced in school and at home. Emphasis is given to promoting caring relationships between teachers and students and among students and to connecting the values taught through students’ personal stories. Voices LACE may also be implemented as a schoolwide improvement program. Optional components of the program include schoolwide events and restructuring of school organization and practices (establishing student assemblies and creating small learning communities), parental involvement (home visits and family nights), and community support (joint campaigns with supporting organizations and business). |
9/14/2006 |
| WWC IRCEDV06 | Too Good for Drugs and Violence (TGFD & V)
Too Good for Drugs and Violence is designed to promote high school students’ prosocial skills, positive character traits, and violence- and drug-free norms. The curriculum consists of 14 core lessons and an additional 12 lessons that can be infused into other subject areas (such as English, science, and social studies). Students engage in role-play and cooperative learning activities and are encouraged to apply the skills to different contexts. |
9/14/2006 |
| WWC IRCEFH06REV | Facing History and Ourselves
Facing History and Ourselves aims to promote core character education values and to help middle and high school students develop moral reasoning skills. Students examine historical events, in particular the events that led to World War II and the Holocaust. Teachers participate in professional development seminars and apply the content and approaches to their own teaching or school program. Facing History and Ourselves also includes schoolwide components (such as guest speakers and videos), an optional part of the program evaluated. |
9/8/2006 |
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