Search Results: (16-30 of 67 records)
|NCEE 20174008||Do Low-Income Students Have Equal Access to Effective Teachers? Evidence from 26 Districts
This report examines whether low-income students are taught by less effective teachers than high-income students and if so, whether reducing this inequity would close the student achievement gap. It also describes how the hiring of teachers and their subsequent movement into and out of schools could affect low-income students' access to effective teachers. The study includes fourth- to eighth-grade teachers over five school years (2008-2009 to 2012-2013) in 26 school districts across the country. Teacher effectiveness is measured using a statistical approach that estimates a teacher's contribution to student learning controlling for students' prior achievement and other characteristics. The study found small inequities in teacher effectiveness between low- and high-income students. However, in a small subset of districts, there is meaningful inequity in access to effective teachers in math where providing equal access to effective teachers over a five year period would reduce the math achievement gap by at least a tenth of a standard deviation of student achievement, the equivalent of about 4 percentile points. The report also finds patterns of teacher hiring and transfers that are consistent with small inequities in teacher effectiveness while teacher attrition is not.
|REL 2016153||Toolkit of Resources for Engaging Families and the Community as Partners in Education Part 4: Engaging all in data conversations
The Toolkit of Resources for Engaging Families and Community as Partners in Education provides resources for school staff to build relationships with families and community members and to support family well-being, strong parent-child relationships, and students' ongoing learning and development. Originally developed for the Guam Alliance for Family and Community Engagement in Education, the Toolkit is based on information from a variety of sources that address engagement in diverse communities. Part 4 of the toolkit provides tools and activities to help school staff understand what data is important to share with families and community members and how to share such data. Part 4 is divided into two sections: determining what student data are important to share with families and community members and presenting student data in meaningful ways. Each section includes an introduction, summary of key points and related research, and activities that can be used with school staff. The activities in Part 4 help staff simplify data language, investigate data available to them, identify data to share with families, and learn strategies for sharing data with parents and community members.
|REL 2016151||Toolkit of Resources for Engaging Families and the Community as Partners in Education Part 2: Building a cultural bridge
The Toolkit of Resources for Engaging Families and Community as Partners in Education provides resources for school staff to build relationships with families and community members and to support family well-being, strong parent-child relationships, and students’ ongoing learning and development. Originally developed for the Guam Alliance for Family and Community Engagement in Education, the Toolkit is based on information from a variety of sources that address engagement in diverse communities. Part 2 of the toolkit provides tools and activities to utilize the strengths of families and community members, and to help families establish active roles within the school community in support of student learning. Part 2 is divided into two sections: tapping into the strengths of families and communities and establishing roles for building family and community engagement. Each section includes an introduction, summary of key points and related research, and activities that can be used with family and community members. The activities emphasize a strengths-based approach and are designed to help school staff and family members establish positive roles within a partnership working toward co-constructed goals for student success.
|REL 2016148||Toolkit of Resources for Engaging Families and the Community as Partners in Education Part 1: Building an understanding of family and community engagement
The Toolkit of Resources for Engaging Families and Community as Partners in Education provides resources for school staff to build relationships with families and community members and to support family well-being, strong parent-child relationships, and students' ongoing learning and development. Originally developed for the Guam Alliance for Family and Community Engagement in Education, the Toolkit is based on information from a variety of sources that address engagement in diverse communities. Part 1 of the toolkit provides tools and activities to build awareness among educators about how their beliefs and assumptions influence their interactions with families. The activities also address how demographic characteristics of the families can provide information to educators about what might support or hinder family engagement with schools. Part 1 is divided into four sections: reflecting on beliefs and assumptions, getting to know your families, understanding the influence of cultural lenses, and acknowledging cultural differences. Each section includes an introduction, summary of key points and related research, and a series of activities that can be used with school staff and community members. The activities are designed to guide discussions about the influence of culture on individual beliefs, assumptions, and efforts to engage others in support of student learning.
|REL 2016158||Getting It Right: Reference Guides for Registering Students With Non-English Names
Getting a student’s name right is the first step in welcoming him or her to school. Incorrectly entering student names can mean that the same student is listed in different databases in various ways and often with incomplete records. Consequently, students who are eligible for services (for example, English learner support) can be unidentified or overlooked. This set of naming conventions guides can serve as a reference for accurately and consistently entering students’ names in school, district, and state databases as well as address and greet parents and other family members in a culturally responsive and respectful way. The guides are available for students with home languages of Arabic, Chinese, Hindi, Korean, Russian, Somali, Spanish, Tagalog, Ukrainian, Urdu, and Vietnamese.
|REL 2015094||Suspension, Expulsion, and Achievement of English Learner Students in Six Oregon Districts
States and districts are increasingly concerned about how exclusionary discipline (i.e., suspensions and expulsions) and lost instructional time impacts student outcomes. Also, there is concern about whether there are disparities in exclusionary discipline rates between students from different subgroups and their peers. This study examines data from six Oregon school districts to discern patterns of exclusionary discipline and the association of exclusionary discipline with achievement on state assessments in reading and mathematics for English language learner (ELL) students, who are a large, growing, and challenging population in Oregon schools. The districts will use the results to develop specific plans for making their disciplinary practices both fair and effective.
|WWC IRCWD628||Fast Track: Elementary School
Fast Track is a comprehensive intervention designed to reduce conduct problems and promote academic, behavioral, and social improvement. The program’s components include the Promoting Alternative THinking Strategies curriculum, parent groups, parent–child sharing time, child social skills training, home visiting, child peer-pairing, and academic tutoring. The WWC identified one study of Fast Track that both falls within the scope of the Children Classified as Having an Emotional Disturbance topic area and meets WWC group design standards. This study meets standards without reservations and included 891 students who were identified in kindergarten as being behaviorally disruptive and at high risk for long-term antisocial behavior in 54 schools in four locations. For children classified as having an emotional disturbance (or children at risk for classification), Fast Track was found to have potentially positive effects on emotional/internal behavior, reading achievement/literacy, external behavior, and social outcomes.
|WWC IRCYD578||Social Skills Training
Social skills training is a collection of practices that use a behavioral approach for teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations. The WWC reviewed 47 studies that investigated the effects of social skills training on children with disabilities in early education settings. Three of those studies are randomized controlled trials that meet WWC evidence standards without reservations and included 135 children with disabilities in early education settings in the United States. Based on these studies, the WWC found that social skills training has no discernible effects on cognition and positive effects on social-emotional development and behavior for children with disabilities in early education settings.
|WWC IRSNER12||Early Risers
Early Risers is a multi-year prevention program for elementary school children demonstrating early aggressive and disruptive behavior. The program includes two child-focused components and two parent/family components. The WWC reviewed 13 studies that investigated the effects of Early Risers on children classified as having an emotional disturbance. Two studies are randomized controlled trials that meet WWC evidence standards without reservations. The two studies included 30 schools with 389 children from kindergarten to second grade exhibiting signs of early aggressive behavior. Based on these two studies, the WWC found Early Risers to have no discernible effects on external behavior and emotional/internal behavior and potentially positive effects on social outcomes and academic performance for children classified as having an emotional disturbance.
|WWC IRSNPB12||Play-Based Interventions
Play-based interventions are practices designed to help young children with disabilities to better explore, experiment, interact, and express themselves. During play sessions, an interventionist uses strategies including modeling, verbal redirection, reinforcement, and indirect instruction to sustain and encourage child play activities. The WWC identified 62 studies of play-based interventions for preschool children with disabilities in early education settings that were published or released between 1989 and 2011. None of these studies meet WWC evidence standards. The WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of play-based interventions on preschool children with disabilities. Additional research is needed to determine the effectiveness or ineffectiveness of this intervention.
|WWC IRSNFS12||First Step to Success
First Step to Success is an early intervention program designed to help children who are at risk for developing aggressive or antisocial behavioral patterns. The program uses a trained behavior coach who works with each student and his or her class peers, teacher, and parents for approximately 50 to 60 hours over a three-month period. First Step to Success includes three interconnected modules: screening, classroom intervention, and parent training. The screening module is used to identify candidates who meet eligibility criteria for program participation. Classroom intervention and parent training comprise the program intervention component of First Step to Success.
|NCES 2012026||America's Youth: Transitions to Adulthood
America's Youth contains statistics that address important aspects of the lives of youth, including family, schooling, work, community, and health. The report focuses on American youth and young adults 14 to 24 years old, and presents trends in various social contexts that may relate to youth education and learning.
|WWC IRSNIY11||The Incredible Years
The Incredible Years is a program that focuses on building the social and emotional skills of children ages 0–12 who are classified as having an emotional disturbance or those at risk for classification. Lessons cover recognizing and understanding feelings, getting along with friends, anger management, problem solving, and behavior at school. Parents are given training on how to provide positive discipline, promote learning and development, and stay involved in children’s lives at school. The WWC reviewed 81 studies that investigated the effects of The Incredible Years on children. One study meets WWC evidence standards, a randomized controlled trial that included 51 students at the University of Washington Parenting Clinic. Based on this study, the WWC found The Incredible Years to have potentially positive effects on external behavior and social outcomes for children classified as having an emotional disturbance.
|WWC IRSNCP11||Coping Power
Coping Power is a program that involves group sessions for children and parents. Children receive lessons in goal setting, problem solving, anger management, and peer relationships. Group sessions for parents support the child component and address setting expectations, praise, discipline, managing stress, communication, and child study skills. Based on its review of the research, the WWC found Coping Power to have positive effects for external behavior and potentially positive effects for social outcomes for children classified or at risk for having an emotional disturbance.
|NCSER 20113005||The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 (NLTS2)
The Post-High School Outcomes of Young Adults With Disabilities up to 8 Years After High School: Key Findings From the National Longitudinal Transition Study-2 is a report that uses data from the National Longitudinal Transition Study-2 dataset to provide a national picture of post-high school outcomes for students with disabilities. The report describes the experiences and outcomes of young adults with disabilities in postsecondary education, employment, independence, and social domains during their first 8 years out of high school.
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