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Pre-K and Latinos: Research Series the Foundation for July 2006 America’S Future
2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 1 Pre-K Now Pre-K and Latinos: Research Series The Foundation for July 2006 America’s Future Eugene E. Garcia, Ph.D. Danielle M. Gonzales, M.Ed. Arizona State University Pre-K Now College of Education Washington, DC Tempe, AZ www.preknow.org 2679_Latino_Rept_revised_v6.qxd 8/10/06 1:36 PM Page 2 Pre-K Now 1025 F Street, NW 202.862.9871 voice www.preknow.org Suite 900 202.862.9870 fax Washington, DC 20004 July 2006 Dear Colleagues, Latinos* are the largest minority group and the most rapidly growing segment of the U.S. population. The future productivity of the nation’s workforce depends, in large part, on their success. By providing high-quality pre-kindergarten programs that effectively serve all children, especially those from this quickly growing segment of the population, states can improve the economic outlook for both their Latino populations and their citizenry as a whole. Unfortunately, Hispanic youngsters often start school less prepared than white children and do not catch up during the primary grades. The much-discussed “achievement gap” between Latino students and their non-Latino peers actually begins before children even enter kindergarten and persists throughout the K-12 years. However, Hispanic families strongly value education. In fact, a recent survey shows that 97 percent of Latino parents would enroll their child if high-quality pre-k were available in their communities.1 It is imperative that policymakers and advocates understand how Hispanic children fare academically compared to their peers and become familiar with the programs, practices, and policies that promote Latino children’s educational and life success. -
Catching up to College and Career Readiness
Catching Up To 1 Introduction College and Career 2 Catching Up in Grades 8–12 Readiness 3 Catching Up Grades 4–8 4 Conclusion Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. Introduction n recent years educators and policymakers have set a goal that students graduate from high school ready for college and careers. However, as a Ination we are far from achieving this goal, particularly for low-income and minority students. For example, in states where all eleventh-graders take the ACT®, only 27 percent of low-income students in 2010 met the ACT College Readiness Benchmark in reading, with 16 percent meeting the Benchmark in mathematics, and 11 percent meeting the Benchmark in science.1 Efforts to improve students’ academic preparation have often been directed at the high-school level, although for many students, gaps in academic preparation begin much earlier. Large numbers of disadvantaged students enter kindergarten behind in early reading and mathematics skills, oral language development, vocabulary, and general knowledge. These gaps are likely to widen over time because of the “Matthew effects,” whereby those who start out behind are at a relative disadvantage in acquiring new knowledge. Policy discussions about preventing and closing academic preparation gaps should be informed by a realistic view of the difficulty of closing these gaps. The more difficult and time-consuming it is to close the gaps, the more important it is to start the process earlier. Underestimating the time and effort required could lead educators and policymakers to underfund prevention efforts and choose intervention strategies that are too little and too late. -
Initiatives from Preschool to Third Grade a POLICYMAKER's GUIDE
FEB 2018 Initiatives From Preschool to Third Grade A POLICYMAKER'S GUIDE BRUCE ATCHISON LOUISA DIFFEY SPECIAL REPORT www.ecs.org | @EdCommission 2 he period between preschool and third grade is a tipping point in a Tchild’s journey toward lifelong learning — from “learning to read” Of the 2.5 million to “reading to learn.”1 If children do not have proficient reading skills by third grade, their ability to progress through school and meet grade-level students who dropped expectations diminishes significantly. While all areas of children’s learning and development are critical for school success, the predictive power of out of high school last a child’s third-grade reading proficiency on high school graduation and year, about 1.6 million dropout rates is startling.2 Consider: were firmly set on that J Children who are not reading proficiently by third grade are four times less likely to graduate from high school on time. trajectory when they were 8 years old. J If they live in poverty, they are 13 times less likely to graduate on time. J In 2016, they comprised more than half of all students (63 percent) who did not graduate on time. Pair that with the knowledge that about 30 percent of all fourth-graders and 50 percent of African-American and Hispanic fourth-graders nationwide are In 2016-17, 30 states reading below grade-level. Over half are likely to drop out or will not graduate on time. increased funding for If policymakers are to make a significant impact on the readiness of our pre-K, demonstrating nation’s future workforce, interventions and strategies to address gaps in overall support for learning must begin much earlier than third grade. -
Stats in Brief: Instructional Time for Third- and Eighth-Graders in Public and Private Schools
The amount of time students spend in learning environments, as well STATS IN BRIEF as the amount of time that students U.S. DEPARTMENT OF EDUCATION FEBRUARY 2017 NCES 2017–076 are exposed to instruction in particular subjects, have been topics of debate and concern in education policy and practitioner circles (McMurrer 2008; Instructional Time National Academy of Education 2009). Indeed, an early but foundational review of literature on instructional time highlighted for Third- and its importance for student learning (Berliner 1990). Differences in the use of time, however, make instructional time Eighth-Graders difficult to study. For instance, allocated time—or the time that schools or teachers schedule for instruction in particular in Public and subjects—is distinct from the time that students spend actively engaged with and learning from instructional materials Private Schools: (Berliner 1990). Despite the difficulties in studying instructional time in its varied forms, researchers have agreed that it is School Year 2011–12 important to study the amount of time that students in different grades have been AUTHORS PROJECT OFFICER exposed to particular subjects (Coates Kathleen Mulvaney Hoyer John Ralph Dinah Sparks National Center for Education Statistics 2003; Lanahan, Princiotta, and Enyeart Activate Research, Inc. 2006; Long 2014; Morton and Dalton 2007; Perie, Baker, and Bobbitt 1997). Statistics in Brief publications present descriptive data in tabular formats to provide useful information to a broad audience, including members of the general public. They address topical issues and questions. They do not investigate more complex hypotheses, account for inter-relationships among variables, or support causal inferences. We This publication was prepared for NCES encourage readers who are interested in more complex questions and in- under Contract No. -
The Long-Lasting Effects of School Entry Age: Evidence from Italian Students
The Long-Lasting Effects of School Entry Age: Evidence from Italian Students Michela Ponzo and Vincenzo Scoppa ∗ Using data for 9, 13 and 15-year-old students from three different datasets (PIRLS-2006, TIMSS-2007 and PISA-2009), we investigate whether the age at school entry affects children school performance at the fourth, eighth and tenth grade levels. Since student’s age in a grade may be endogenous, we use an Instrumental Variable estimation strategy exploiting the exogenous variations in the month of birth coupled with the entry school cut-off date. We find that younger children score substantially lower than older peers at the fourth, the eighth and the tenth grade. The advantage of older students does not dissipate as they grow older. We do not find any significant effect of the relative age of a child with respect to the classmates’ age. Finally, we show that secondary school students are more likely to be tracked in more academic schools rather than in vocational schools if they are born in the early months of the year. Keywords: school entry age, educational production function, student achievement, choice of track; instrumental variables, Italy, PIRLS; TIMSS; PISA. JEL classifications: I21, I28, J13; J24 . 1. Introduction What is the optimal age for children to begin school? Do the effects of age on achievement, if any, tend to persist as children grow older? Are there consequences of school entry age when individuals enter in the labor market? To answer these questions, a growing economic literature is investigating the effects of school entrance age on student achievement and on individual labor market performance. -
Middle School Grade Advancement Guidelines 345.4-Rule(3)
Middle School Grade Advancement Guidelines 345.4-Rule(3) General The goal of the middle school is to provide a successful and rewarding educational experience for all students. As a part of this responsibility, it is necessary to identify early those students who appear to be having difficulties and devise a plan to assist them with their educational program. Should students exhibit academic deficiencies at the end of the school year, it is ultimately the responsibility of the principal to determine if a student will be promoted to the next higher grade, retained with appropriate placement at the student's current grade, directed to some remediation procedure in order to be promoted, or if other options should be implemented. Legal Premise The Board of Education, acting through its duly-appointed agents (administration and teachers), has full authority to determine the promotion and retention of students. The purpose of this policy is to recognize the district's authority to make these decisions while providing procedural and substantive safeguards that will assure placements that are in the best interests of students. Promotion Requirements In order for a sixth, seventh, or eighth grade student to be promoted to the next grade, the student must successfully complete the following requirements: 1. Receive no more than one failing (F) end of the year course grade in the following subjects: reading (grade six), mathematics, language arts, science, social studies. 2. Receive passing grades of D or better in at least half (50 percent) of all other subjects. If a student fails to meet the above requirements, the student may be promoted upon successful completion of a summer program prior to entering the next grade and/or with the recommendation of the principal. -
Findings from the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011)
Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) First Look NCES 2018-094 U.S. DEPARTMENT OF EDUCATION This page intentionally left blank. Findings From the Fourth-Grade Round of the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011) First Look MARCH 2018 Gail M. Mulligan Jill Carlivati McCarroll National Center for Education Statistics Kristin Denton Flanagan Daniel Potter American Institutes for Research NCES 2018-094 U.S. DEPARTMENT OF EDUCATION U.S. Department of Education Betsy DeVos Secretary Institute of Education Sciences Thomas W. Brock Commissioner for Education Research Delegated Duties of the Director National Center for Education Statistics James L. Woodworth Commissioner The National Center for Education Statistics (NCES) is the primary federal entity for collecting, analyzing, and reporting data related to education in the United States and other nations. It fulfills a congressional mandate to collect, collate, analyze, and report full and complete statistics on the condition of education in the United States; conduct and publish reports and specialized analyses of the meaning and significance of such statistics; assist state and local education agencies in improving their statistical systems; and review and report on education activities in foreign countries. NCES activities are designed to address high-priority education data needs; provide consistent, reliable, complete, and accurate indicators of education status and trends; and report timely, useful, and high-quality data to the U.S. Department of Education, the Congress, the states, other education policymakers, practitioners, data users, and the general public. -
Supply List 2017-2018
KINDERGARTEN SUPPLY LIST All items MUST be labeled with your child’s name. For your convenience supplies will be available in the R.P.S. bookstore. We request that the items conform to the specifications listed ❏ 1 LARGE backpack NAME TO BE PUT INSIDE – for your child’s safety initials only on the outside ❏ 2 large boxes of tissues ❏ 1 LARGE rolls paper towels ❏ 1 large beach towel and crib sized blanket packed inside a pillow protector with a zipper (no sheets please). ❏ 2 boxes of 5 oz. kitchen or bathroom paper cups ❏ 2 boxes of rectangular baby wipes ❏ 1 STURDY, CHILD-SIZED raincoat or poncho. This will be left in school. It should be able to fit on top of a coat or sweater. ❏ 1 COMPLETE CHANGE OF SEASONAL CLOTHES including socks, underwear, pants, shirt, packed inside a box labeled with your child’s name. Clothing should also be labeled. Include a plastic bag for transporting wet clothing home for laundering. Should fit into the hallway cubby space. ❏ 1 box EACH 8 CLASSIC COLORS MARKERS – BROAD TIP ❏ 1- 16 pack of crayons ❏ 2 thin black or blue dry erase markers ❏ 1-box regular size #2 lead pencils – please try and purchase the pre sharpened. ❏ 1 box of slider quart bags ❏ 1 box of slider gallon bags ❏ 1 hard plastic supply box - 8 x 5 x 2” First Grade Supply List Summer 2017 Dear Parents, Each student in first grade will need the supplies listed below. All items, if possible, should be brought to school on the first day in a bag labeled with your child’s name. -
The Netherlands
THE NETHERLANDS Martina Meelissen Annemiek Punter Faculty of Behavioral, Management & Social Sciences, University of Twente Introduction Overview of Education System Dutch schools traditionally have significant autonomy. The Dutch education system is based on the principle of freedom of education, guaranteed by Article 23 of the Constitution.1 Each resident of the Netherlands has the right to establish a school, determine the principles on which the school is based, and organize instruction in that school. Public and private schools (or school boards) may autonomously decide how and to a large extent, when to teach the core objectives of the Dutch curriculum based on their religious, philosophical, or pedagogical views and principles. The Minister of Education, Culture, and Science is primarily responsible for the structure of the education system, school funding, school inspection, the quality of national examinations, and student support.2 The administration and management of schools is decentralized and is carried out by individual school boards. Specifically, these boards are responsible for the implementation of the curriculum, personnel policy, student admission, and financial policy. A board can be responsible for one school or for a number of schools. The board for public schools consists of representatives of the municipality. The board for private schools often is formed by an association or foundation. Two-thirds of schools at the primary level are privately run. The majority of private schools are Roman Catholic or Protestant, but there also are other religious schools and schools based on philosophical principles. The pedagogical approach of a small number of public and private schools is based on the ideas of educational reformers such as Maria Montessori, Helen Parkhurst, Peter Petersen, Célestin Freinet, and Rudolf Steiner. -
Download About TIMSS 2015
About TIMSS 2015 In 2015, IEA and its TIMSS & PIRLS International Study Center at Boston College conducted TIMSS 2015 at fourth and eighth grades and TIMSS Advanced 2015 for students in the final year of secondary school enrolled in special advanced mathematics and physics programs or tracks. Both TIMSS 2015 and TIMSS Advanced 2015 provide 20-year trend measures for countries that participated in the first TIMSS assessments in 1995. TIMSS 2015 and TIMSS Advanced 2015 continue the long history of international assessments in mathematics and science conducted by IEA – the International Association for the Evaluation of Educational Achievement. IEA is an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement since 1959. IEA pioneered international comparative assessments of educational achievement in the 1960s to gain a deeper understanding of the effects of policies across countries’ different systems of education. IEA’s TIMSS & PIRLS International Study Center is located in the Lynch School of Education at Boston College and has been responsible for directing TIMSS and TIMSS Advanced since 1995. TIMSS 2015 TIMSS is an international assessment of mathematics and science at the fourth and eighth grades that has been conducted every four years since 1995. TIMSS 2015 is the sixth assessment in the TIMSS series monitoring 20 years of trends in educational achievement, together with comprehensive data on students’ contexts for learning mathematics and science. In 2015, 57 countries and 7 benchmarking entities (regional jurisdictions of countries such as states or provinces) participated in TIMSS. In total, more than 580,000 students participated in TIMSS 2015. -
Highlights from the TIMSS 1999 Video Study of Eighth-Grade Science Teaching
Highlights From the TIMSS 1999 Video Study of Eighth-Grade Science Teaching he Third International Mathematics and Science Study (TIMSS) 1999 Video Study is a follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching. Larger and more ambitious than the first, the 1999 Tstudy investigated eighth-grade science teaching as well as mathematics teaching, expanded the number of countries, and included more countries with relatively high achievement on TIMSS assessments in comparison to the United States. The results of the mathematics portion of the study are presented elsewhere (Hiebert et al. 2003). Discussion of the results from the 1995 Video Study can be found in Stigler et al. (1999) and Stigler and Hiebert (1999). This document highlights key findings from the science lessons and is based on the full report, Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study (Roth et al. 2006). Who Participated in the Study and How Were Lessons Selected? The TIMSS student assessments of mathematics and science were conducted in 1994-95, in 1998-99, and again in 2003. The countries participating in the science portion of the TIMSS 1999 Video Study included Australia, the Czech Republic, Japan, the Netherlands, and the United States. The countries were selected based on their performance in mathematics in 1995. At that time, the other four countries outperformed the United States (on average) in science as well as in mathematics. In 2003, U.S. students’ average score in science was not measurably different from the average score in Australia and the Netherlands, but remained significantly below the average score of Japanese students. -
International Comparisons: Reading Literacy at Grade 4
Chapter: 4/International Comparisons Section: Assessments International Comparisons: Reading Literacy at Grade 4 In 2016, the United States, along with 15 other education systems, participated in the new ePIRLS assessment of students’ comprehension of online information. The average online informational reading score for fourth-grade students in the United States (557) was higher than the ePIRLS scale centerpoint (500). Only three education systems (Singapore, Norway, and Ireland) scored higher than the United States. The Progress in International Reading Literacy Study systems that had PIRLS reading literacy data at grade 4.2 (PIRLS) is an international comparative assessment that These 58 education systems included both countries and evaluates reading literacy at grade 4. The assessment is other benchmarking education systems (portions of a coordinated by the TIMSS1 and PIRLS International country, nation, kingdom, emirate, or other non-national Study Center at Boston College with the support of the entity).3 Sixteen of these education systems, including the International Association for the Evaluation of Educational United States, also administered ePIRLS, a new computer- Achievement (IEA). PIRLS has been administered every based extension of PIRLS designed to assess students’ 5 years since 2001. In 2016, there were 58 education comprehension of online information. The Condition of Education 2020 | 1 International Comparisons: Reading Literacy at Grade 4 Chapter: 4/International Comparisons Section: Assessments Figure 1. Average reading