Education Facts and Reports
Improving Low-Performing Schools: Lessons from Five Years of Studying School Restructuring under No Child Left Behind
Between Two Worlds: How Young Latinos Come of Age in America
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Reading Recovery: Basic Facts
"Reading Recovery is the best evidence yet of the direct link between good design and education excellence."¹
- K.G. Wilson and B. Daviss
Goal
The goal of Reading Recovery is to dramatically reduce the number of first-grade students who have extreme difficulty learning to read and write and to reduce the cost of these learners to educational systems.
What
Reading Recovery is a highly effective short-term intervention of one-to-one tutoring for low-achieving first graders. The intervention is most effective when it is available to all students who need it and is used as a supplement to good classroom teaching.
Who
Reading Recovery serves the lowest-achieving first graders—the students who are not catching on to the complex set of concepts that make reading and writing possible.
How
Individual students receive a half-hour lesson each school day for 12 to 20 weeks with a specially trained Reading Recovery teacher. As soon as students can meet grade-level expectations and demonstrate that they can continue to work independently in the classroom, their lessons are discontinued, and new students begin individual instruction.
Outcomes*
There are two positive outcomes for students:
- Since 1984 when Reading Recovery began in the United States, approximately 75% of students who complete the full 12- to 20-week intervention can meet grade-level expectations in reading and writing. Follow-up studies indicate that most Reading Recovery students also do well on standardized tests and maintain their gains in later years.
- The few students who are still having difficulty after a complete intervention are commended for further evaluation. Recommendations may be made for future support (e.g., classroom support, Title I, LD referral). This category represents a positive, supportive action on behalf of the child and the school. Diagnostic information from Reading Recovery is available to inform decisions about future actions.
Professional Development
Professional development is an essential part of Reading Recovery, utilizing a three-tiered approach that includes teachers, teacher leaders, and university trainers. Professional development for all Reading Recovery professionals begins with an academic year of graduate-level study and continues in subsequent years. With the support of the teacher leader, Reading Recovery teachers develop observational skills and a repertoire of intervention procedures tailored to meet the individual needs of at-risk students.
History of Success
Reading Recovery has a strong tradition of success with the lowest-achieving children. Developed in New Zealand 30 years ago, Reading Recovery now also operates in most states in the United States, the Department of Defense Dependents Schools (domestic and foreign), Bureau of Indian Affairs Schools, as well as Canada, the United Kingdom, and Australia.
*Visit the International Data Evaluation Center (IDEC) website for evaluation information at www.idecweb.us.
Reference
1Wilson, K. G., & Daviss, B. (1994). Redesigning Education. New York: Teachers College Press.
Reading Recovery Council of North America Web Site
Role of Research Evidence in Educational Policy and Practice.Toward a Research Agenda for Understanding and Improving the Use of Research Evidence
Report: CHARTER SCHOOL SUCCESS OR SELECTIVE OUT-MIGRATION OF LOW-ACHIEVERS?
Effects of Enrollment Management on Student Achievement
The report documents that enrollment in Boston’s charter high schools falls precipitously over the years. Fewer than half of the students enrolled in charter high schools as freshmen are still enrolled as seniors. This attrition pattern can be captured by snapshot of any single year. In 2008, for example, there were only two seniors for every five freshmen in the charter schools, while there were four seniors for every five freshmen in the Boston Public Schools.
http://massteacher.org/news/headlines/headlines_2009-09-16.cfm
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18 Million Children Need – But Don’t Have – Afterschool Programs,
According to New “America After 3PM” Study
Survey of 30,000 Households, Sponsored by the JCPenney Afterschool Fund, Shows Marked Increase in Demand for Afterschool and More Children Unsupervised in the Afternoons Now than in 2004
Washington, DC – Despite an increase in the number of children attending afterschool programs over the last five years, today more than a quarter of the nation’s schoolchildren are on their own in the afternoons, and the parents of 18 million children say they would enroll their kids in afterschool programs if programs were available. These are among the findings from a new survey of nearly 30,000 households across the United States conducted for the Afterschool Alliance and sponsored by the JCPenney Afterschool Fund.
America After 3 PM is the most extensive research on how America’s children are spending their afternoons. It found that the number of children left alone after the school day ends has risen to
15.1 million children (26 percent of school-age children) – an increase of 800,000 children since the 2004 edition of the study. Thirty percent of middle schoolers (3.7 million kids) are on their own, as are four percent of elementary school children (1.1 million children). At the same time, Americans see afterschool programs as a solution: Nine in 10 adults surveyed agree that there should be “some type of organized activity or place for children and teens to go after school every day that provides opportunities to learn.”
“The bottom line is that more children need – and don’t have – afterschool programs today than five years ago,” said Afterschool Alliance Executive Director Jodi Grant. “We have increased the number of children in afterschool programs over the last five years, but not enough to keep up with demand. Today in our country, too many parents are unable to enroll their kids in afterschool programs because they’re not available, transportation is unworkable, or they can’t afford the fees. As a nation, we need to increase our efforts to keep up with the rising demand and make sure that afterschool is available to all children who need it. Quality afterschool programs keep kids safe, inspire them to learn, and help working families.”
The results of the study were released at a Department of Education event featuring U.S. Secretary of Education Arne Duncan in Washington, DC today. Next week, on October 15, the Afterschool Alliance and the JCPenney Afterschool Fund will release survey data from all 50 states.
Other key findings from America After 3 PM:
• Americans believe afterschool programs work and support them. The vast majority of parents of children in afterschool programs are satisfied with the programs their children attend, and overall public support for afterschool programs is similarly strong. Nine in 10 parents (89 percent) are satisfied with the afterschool programs their children attend. Eight in 10 parents support public funding for afterschool programs.
• The availability of afterschool programs has improved in the last five years, and families are taking good advantage. But availability is not keeping pace with rising need and demand. The number and percentage of children participating in afterschool programs has increased significantly in the last five years, with 8.4 million children (15 percent) now participating. That compares with 6.5 million children in 2004 (11 percent). But the parents of 18.5 million children (38 percent) not currently participating in an afterschool program would enroll their children in a program if one were available to them, a significant increase from the 15.3 million (30 percent) seen in 2004.
• While African American and Hispanic children are more likely than others to be in afterschool programs, millions are unsupervised each afternoon and the unmet need is tremendous. One in four African American and one in five Hispanic children attend afterschool programs, compared to 15 percent of all children in the United States. Yet 28 percent of African American and 21 percent of Hispanic children have no adult supervision after the school day ends. More Hispanic and African American parents say the economy is impacting their ability to pay for care for their children after school. Nearly two in five parents overall (38 percent) would enroll their children if afterschool programs were available, as would 47 percent of Hispanic parents and 61 percent of African American parents.
• The economy has taken a toll on participation in afterschool programs. Nearly one in three households (31 percent) report that their children are spending more time in the care of a parent after school now than a year ago. The primary reasons include changes in work status (fewer parents are employed) and availability and affordability of care (some afterschool programs are cutting hours or closing, and parents are less able to afford fees). Parents cite a number of barriers to enrolling their children in afterschool programs with more than half of parents (52 percent) citing cost and more than one in four reporting hours of operation (26 percent) and availability of programs (27 percent) as reasons for non-participation.
As an update to the initial study released in 2004 – also funded by the JCPenney Afterschool Fund – research from the new America After 3PM study will provide key measures regarding the current supply and demand as well as the public’s attitude toward afterschool programs.
“Access to afterschool programs continues to be a major concern for America’s families, which is especially important to our millions of customers who are seeking high-quality afterschool care for their children,” said Michael Theilmann, chief human resources and administration officer for JCPenney and chairman of the JCPenney Afterschool Fund. “Data from the America After 3 PM study is powerful evidence of the opportunity for our country to do even more to support the rising need and demand of afterschool programs. We look forward to continuing our strong, long-term commitment to this issue and need others to join us in helping to provide children with life-enriching opportunities that foster their academic, physical and social development – preparing them for college, work and life.”
“With more than $80 million contributed to afterschool programs over the past 10 years, JCPenney stands out among the nation’s corporations for helping to frame and solve the afterschool issue and increasing access to afterschool programs that provide meaningful activities for children in need,” Grant added
In conjunction with Lights on Afterschool events across the nation, the JCPenney Afterschool Round-Up program will kick off in JCPenney stores throughout the U.S. From Oct. 16 to Oct. 25, customers will have the opportunity to “round-up” their JCPenney purchases to the nearest whole dollar and donate the difference to afterschool programs in their local communities that provide life-enriching programs for children in need.
The America After 3 PM report and accompanying data are available online at www.afterschoolalliance.org, and state summaries will be posted on October 15.
Findings from America After 3 PM are based on 29,754 parent/guardian responses to survey questions about after school child care arrangements during the 2008-2009 school year. RTi, a market research firm, conducted the survey and analyzed the data for the Afterschool Alliance. The entire survey was sponsored by the JCPenney Afterschool Fund. RTi also conducted the 2004 America After 3 PM household survey.
On October 22, at more than 7,500 sites across the nation, Americans will rally in support of afterschool programs, as part of the Afterschool Alliance’s tenth annual celebration of Lights On Afterschool. For more information or to find a local event, visit www.afterschoolalliance.org, or contact the Afterschool Alliance media office at 202/371-1999.
# # #
The Afterschool Alliance is a nonprofit public awareness and advocacy organization working to ensure that all children have access to quality afterschool programs. More information is available at www.afterschoolalliance.org.
The JCPenney Afterschool Fund is a charitable organization committed to providing children in need with access to life-enriching afterschool programs that inspire children to be smart, strong and socially responsible. To date, JCPenney and the JCPenney Afterschool Fund have contributed more than $80 million to local afterschool programs in every JCPenney community through partnerships with the YMCA of the USA, Boys & Girls Clubs of America, National 4-H and FIRST (For Inspiration and Recognition of Science and Technology). For more information, visit www.jcpenneyafterschool.org.
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Revenues for Schools Limits and Options in California
Throughout the chaos that has characterized California’s budget
process in recent years, education funding has been a central
issue. K–12 schools represent the single largest expenditure in the
state budget. As a result, they are seen by some as a major drain
on state coffers and by others as the hardest hit victims of the
state’s fiscal meltdown.
Report: Hispanic Achievement Gap Persists
Hispanics Two to Three Times Less Likely Than Whites to Receive Baccalaureate Degree
PRINCETON, NJ--(Marketwire - September 18, 2009) - Hispanics' participation in higher education continues to rise, yet their likelihood of graduating high school underprepared for college; their propensity to attend two-year schools; low levels of parent education; and limited financial resources pose formidable obstacles to achieving a baccalaureate degree, according to a new report released today by Educational Testing Service and the American Association of Hispanics in Higher Education (AAHHE).
The 2009 Tomás Rivera Lecture, "Hispanicity and Educational Inequality: Risks, Opportunities and the Nations' Future," documents Hispanic demographics, growth trends, educational attainment and various road blocks leading to Hispanic underrepresentation in higher education. The report was authored by Marta Tienda, Ph.D., a professor of sociology at Princeton University, and reproduces the keynote address she delivered at the annual AAHHE conference in March 2009, in Texas.
"AAHHE is delighted that ETS's Policy Information Center decided to publish and distribute Professor Tienda's Tomás Rivera Lecture," Loui Olivas, AAHHE president says. "The data she has amassed must be understood by educators, administrators and policymakers if together we are going to address Hispanic educational attainment systematically."
In her report, Tienda argues that the United States is more diverse ethnically and racially than at any time in its history. Hispanics account for more than one third of the 100 million persons added to the U.S. population between 1976 and 2006. This increase, she says, coincides with a period of rising socioeconomic inequality with the majority non-Hispanic White population. For example, only one in 20 Hispanic students completes a four-year program -- roughly half the number of similarly situated White students.
Tienda points out that because Hispanics will comprise a larger segment of the labor force in the future, America's global competitiveness "will be impacted significantly by the progress that Hispanics make at all levels of the educational system, but especially college completion."
"Hispanics falling behind in their educational attainment is worrisome not only because advanced schooling is becoming ever more important for labor market success and meaningful civic engagement, but also because the offspring of Latin American immigrants are the fastest-growing segment in U.S. schools," Tienda writes.
Tienda's report examines the growing Hispanic presence through the lens of education, along with the challenges and promises of Hispanics' educational futures. Included is the pace of population growth and diversification; the generational transition; and the aging of the majority White population. In addition, Tienda presents a broad overview of recent educational trends and differentials. The concluding section discusses the social and economic significance of the burgeoning second generation Hispanic population.
Tienda concludes that in the future Hispanics will drive U.S. diversification through the first three decades of the 21st century, with Hispanics comprising at least one in five U.S. residents in roughly a generation.
Download "Hispanicity and Educational Inequality: Risks, Opportunities and the Nations' Future" free at
www.ets.org/research/pic.
Copies also are available by writing to the Policy Information Center, c/o ETS, MS 19-R, Rosedale Road, Princeton, NJ 08541-0001; by calling 1-609-734-5694; or by sending an e-mail to pic@ets.org.
Viewpoint: Make our schools a place where all students feel safe
By Kalamazoo Gazette staff
September 19, 2009, 7:00AM
By Janice M. Brown
For all of us "die hard" community members, students, parents and educators this is a wonderful and exciting time of the year.
"Back to school" is a phrase that even the most removed can remember with a smile. A new school year always signals a new beginning. Everyone can put past mistakes, issues and events behind; it is truly a chance to start over, to try again and to be successful.
Having the advantage of devoting my life to this cycle, I can attest that this is the time of year when you can just feel the excitement and anticipation, the renewal; it is palpable!
With The Kalamazoo Promise and other community-wide events throughout our region, we have placed ourselves in the national spotlight and that positive light continues to shine. Hurray for public school systems like Portage and Kalamazoo Public Schools for their inclusive policy work and student support groups.
Hurray for Mattawan, Schoolcraft, Parchment and hosts of other area districts diligent about anti-bullying policy and practice. Hurray for all school districts acting fast and decisively when incidents of verbal harassment and violence occur.
Hurray for school districts working toward systems of restorative justice. Hurray for educators seeing even the most painful situations clearly as "teachable moments" for all youth. While it is our sincere desire to assure that every student experiences a positive and safe school environment, the statistics show that each of us has work to do.
Within the greater Kalamazoo community, we can be different. What if we were to defy the national and state statistics on bullying and harassment in our schools? The top three reasons for bullying in our schools are, in order: physical appearance, perceived sexuality and gender expression.
The National School Climate Survey released by the Gay, Lesbian and Straight Education Network (GLSEN) reports that 90 percent of gay, lesbian, bisexual and transgender (GLBT) students indicate the word "gay" is used as a negative comment; 74 percent report hearing other homophobic remarks; 67 percent received negative remarks about gender expression; and 63 percent report that educators or school staff have made disparaging comments.
The Inside Michigan schools report affirms similar results. Almost all (99 percent) of GLBT students reported hearing homophobic remarks in schools and there are a host of reasons that GLBT youth are subject to verbal and sometimes physical harassment: 67 percent of GLBT students reported harassment about sexual orientation, 48 percent for gender expression, 26 percent for gender issues, 24 percent for religious reasons, 8 percent reported harassment based on race and 7 percent for negative comments regarding ability.
Discrimination against any young person is unacceptable, and it is our desire as educators and community members to take action and to solve these issues in peaceful and productive ways. These statistics are in no way intended to criticize schools, in fact the school setting is mostly reported as the place where students are safest and both state and national statistics support these findings.
This time of excitement and celebration of "back to school" should be extended to all students. It is the desire of educators -- and should be the desire of our entire community -- to assure that a safe and positive school environment exists for all youths. The full potential of each and every one of our students will not be realized if one young person does not feel safe and protected in our schools. The issues of gender identity and gender expression are most sensitive. Many feel uncomfortable about the discussion and others feel inadequate to address these issues in a helpful manner. But even more compelling than that, the greater issues of school safety, belonging and the right to live in a world free from harassment are fundamental. And recent brain research shows a strong connection between the ability to learn and the need to feel safe and to belong.
It is our obligation as educators to protect and nurture all students. The greater Kalamazoo community has implemented the Positive Behavior and Learning Support system (PBLS) and schools engaging in full implementation have made great strides in developing student self-respect and respect for one another, dramatically reducing incidents triggered by behavior issues.
Once again, public appreciation is in order to support and acknowledge the work of our schools in fulfilling their mission to empower every student to realize their full potential to be all that they can be now and into their futures. Every student deserves to feel that anticipation, the hope and that excitement of "back to school," and to be surrounded by adults who preserve that environment throughout the school year while opening the door to a fabulous year of learning. Let this be the year we defy the statistics. Thank you, educators, for all that you do.
Janice M. Brown is the executive director of The Kalamazoo Promise.
MLIVE.com
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Study pours cold water on performance-based teacher pay
September 18, 2009 | 10:55 am
One of the most intensely debated aspects of President Obama's "Race to the Top" fund for education, especially here in California, has been its insistence on a mechanism that would allow for teacher evaluations based on the performance of their students. It's a no-brainer as far as a lot of people are concerned, but teachers unions abhor it and California law specifically forbids linking teachers with student achievement, at least at the state level.
Now comes some interesting, and perhaps counterintuitive, news from Portugal, where the government recently began tying teacher pay to student achievement. A study released in May (and brought to our attention today by the Public Education Network) contains this stunner of a conclusion: "Overall, our results consistently indicate that the increased focus on individual teacher performance caused a sizable and statistically significant decline in student achievement."
That's right, students did worse when teacher pay was based on their performance. Go figure.
The study, by the Institute for the Study of Labor in Bonn, Germany, does contain solace for supporters of performance-based pay. Simply put, the Portuguese system might not be the best example of how to put together such a system, and the authors acknowledge that "teacher incentives ... may improve student achievement" if done well.
--Mitchell Landsberg
HAPPY LEARNING! A GUIDE TO BEST PRACTISES FOR ACHIEVINGTHE POTENTIAL OF CHILDREN
Enhancing the quality of education is inextricably linked to children’s learning achievements. Focusing on what children have acquired from the learning process has emerged as a critical challenge as well as a priority for UNICEF. The demands of expanding learning opportunities have often obscured attention from the quality of learning and most importantly, what children have acquired from the learning process. Yet, getting children to school without focusing on their completion and achievements unravels the efficiency and effectiveness of resources and efforts devoted to ensuring children’s access to schools. As we sharpen efforts towards ensuring that children master the skills and values that enable them to address the challenges and choices in their lives, there has been an increasing demand for information and resources on how best to do it.
www.unicef.org
Preparing the Workers of Today for the Jobs of Tomorrow
They say there’s only one thing that matters in real estate: location, location, location. A similar mantra could apply to the job market: education, education, education.
That is the theme of a new report, released today by the president’s Council of Economic Advisers, entitled “Preparing the Workers of Today for the Jobs of Tomorrow.”
The report surveys previous research done on which parts of the labor force will grow the most between now and 2016 (answer: health care, and jobs requiring post-secondary education). It then argues for ways to improve the educational system so that American workers can more readily adapt to our ever more skill-based economy.
http://www.whitehouse.gov/assets/documents/Jobs_of_the_Future.pdf
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Parents Pan School Performance on Bullying Prevention
2009 STAR Test Results
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More About STAR
- About STAR 2009—Find information about the tests used and the subjects and grades tested for the STAR 2009 Program.
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