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Search returned 51 results using Keywords: "Elementary School"


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1. Alliance for Excellent Education. 2008. How does the United States stack up? International comparisons of academic achievement.
The United States has substantial inequities in achievement across the country, and international surveys show that the performance gap between the most- and least-proficient students in the United States is among the highest of all OECD countries (Kirsch et al. 2007).
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2. Annie E. Casey Foundation. 2007. Connecting schools, families, and communities: Stories and results from the Annie E. Casey Foundation's education investments.
This report examines a group of organizations that work in partnership with schools, from a single neighborhood community school to a network of school-based community centers stretching across New York City and other communities around the country.
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3. Annie E. Casey Foundation. Race matters: Unequal opportunities in education.
This fact sheet offers a quick source for analysis and strategies related to issues of inequity surrounding education. It is part of a series of documents in the "Race Matters Toolkit" designed to help decision-makers, advocates, and elected officials get better results in their work by providing equitable opportunities for all.
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4. Arroyo, C. 2007. The funding gap 2007.
The seventh funding gap report from The Education Trust documents continued injustice in state education funding patterns and for the first time shows how school districts serving high percentages of English Language Learners are shortchanged.
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5. Arroyo, C. 2007. The funding gap (Spanish version).
This Spanish-language version of the seventh funding gap report from The Education Trust documents continued injustice in state education funding patterns and for the first time shows how school districts serving high percentages of English Language Learners are shortchanged.
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6. Barton, P., and Coley, R. 2007. The family: America's smallest school.
This report follows a 1992 report of the same title, which reviews family characteristics and home conditions that make a significant difference in children's cognitive development and school achievement.
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7. Bhargava, A., Frankenberg, E., and Le, C. 2008. Still looking to the future: Voluntary K-12 student integration: A manual for parents, educators, and advocates.
In 2005, The Civil Rights Project issued the first edition of this Manual, entitled Looking to the Future: Voluntary K-12 School Integration. This second edition of the Manual is designed to provide new information, following the Court’s ruling, on what parents, students, community activists, school board members, administrators, and attorneys—can and should do to promote diversity and avoid racial isolation in schools.
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8. California Department of Education. 2007. California: State accountability report card 2005-06.
This report summarizes California students' assessment results and disaggregates results by subgroup.
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9. Calkins, A., Guenther, W., Belfiore, G., and Lash, D. 2007. The turnaround challenge: Why America's best opportunity to dramatically improve student achievement lies in our worst-performing schools.
This report examines the widespread failure of efforts to improve the nation's lowest performing schools, and offers detailed recommendations to "turn around" low-performing schools.
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10. Cannapel, P., and Clements, S., with Taylor, D., and Hibpshman, T. 2005. Inside the black box of high-performing high-poverty schools.
This research adds to growing evidence on high-performing, high-poverty schools by looking closely at the practices of a small number of such schools across Kentucky.
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11. Carey, K. 2007. The Pangloss Index: How states game the No Child Left Behind Act.
The states and districts examined in this report provide a case study in how determined states can undermine even tightly constructed laws like No Child Left Behind (NCLB), and provide a cautionary tale for members of Congress working to write the next version of the nation's most important education law.
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12. Carey, K., and Roza, M. 2008. School funding's tragic flaw.
This report offers a series of policy ideas to help remedy the problem of school funding disparity at three levels of government.
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13. Carpenter, D., Ramirez, A., and Severn, L. 2006. Gap or gaps? Challenging the singular definition of the achievement gap.
For decades, researchers examined the “achievement gap” between minority and nonminority students. This singular definition of achievement gap ignores important within-group differences. This article uses National Education Longitudinal Study (NELS:88) data to examine within-group differences and compares those across Latino, African American, and White populations.
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14. Center for Law and Social Policy (CLASP). 2007. Early Head Start and teen parent families: Partnerships for success.
This issue brief focuses on the special needs of teenage parents and their children and how services available through Early Head Start programs can support them.
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15. Chancy, B., Lewis, L., Farris, E., and Greene, B. 1995. Programs at higher education institutions for disadvantaged precollege students.
This survey was conducted to obtain information about programs at higher education institutions designed to increase the access to higher education for educationally or economically disadvantaged elementary and secondary students.
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16. Committee for Economic Development. 2006. The economic promise of investing in high-quality preschool: Using early education to improve economic growth and the fiscal sustainability of states and the nation.
This report argues that broadening access to preschool programs for all children is a cost-effective investment that pays dividends for years to come and will help ensure our states’ and our nation’s future economic productivity.
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17. Consortium on Chicago school research at the University of Chicago. Not Dated. Consortium on Chicago school research at the University of Chicago.
The Consortium on Chicago School Research (CCSR) was created in 1990 after the passage of the Chicago School Reform Act that decentralized governance of the city's public schools. Researchers at the University of Chicago joined with researchers from the school district and other organizations to form CCSR with the imperative to study this landmark restructuring and its long-term effects. Since then CCSR has undertaken research on many of Chicago's school reform efforts, some of which have been embraced by other cities as well. Thus CCSR studies have also informed broader national movements in public education.
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18. Council of Chief State School Officers. 2007. Closing the gap in science achievement: Using NAEP science assessment scores to analyze state trends.
This paper provides an analysis of “closing the gap” in NAEP science achievement for low-income and minority students.
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19. Destin. M., and Oyserman, D. From assets to school outcomes: How finances shape children's perceived possibilities and intentions.
Children from low asset families may lower their expectations for school success and plan to engage in less effort in school. To test this hypothesis, two studies examine the impact of experimentally manipulating mindset about college as either “closed” (expensive) or “open” (can be paid for with need-based financial aid) among low-income early adolescents.
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20. Education Trust. 2006. Education watch Indiana: Key education facts and figures.
This report examines educational attainment and achievement in Indiana 2005-06.
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21. Education Trust. 2004. Education watch Washington: Key education facts and figures.
This report examines educational attainment and achievement in Washington 2003-04.
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22. Education Trust. 2006. Education watch Washington: Key Education Facts and Figures.
This report examines educational attainment and achievement in Washington 2005-06.
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23. Education Trust. 2004. Education watch California: Key facts and figures.
This report examines educational attainment and achievement in California 2003-04.
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24. Ewen, D., and Matthews, H. 2007. Families forgotten: Administration’s priorities put child care low on list .
This report calls on policy-makers to increase accessibility to early education and child care for low-income families.
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25. Frankenberg, E., and Siegel-Hawley, G. 2008. Are teachers prepared for racially diverse schools? Teachers describe their preparation, resources, and practices for racially diverse schools.
Given the changing racial demographics of the nation’s schools and the primary role of teachers in shaping the education of their students, this report takes advantage of a unique opportunity to ask a broad sample of more than 1,000 of the country’s educators about subjects that are rarely studied in national surveys.
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26. Garcia, E., and Gonzales, D. 2006. Pre-K and Latinos: The foundation for America's future.
Hispanic children often start school less prepared than their white peers and rarely catch up during the primary grades. The achievement gap between Latino and non-Latino students actually begins before children even enter kindergarten and persists throughout the K-12 years.
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27. Hill, P., and Hannaway, J. 2006. The future of public education in New Orleans.
This article examines the challenges school officials face in New Orleans in rebuilding the school system after Hurricane Katrina.
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28. Institute of Education Sciences. 2008. Turning around chronically low-performing schools.
The goal of this practice guide is to formulate specific and coherent evidence-based recommendations for use by educators aiming to quickly and dramatically improve student achievement in low-performing schools.
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29. Kahlenberg, R. 2007. Using socioeconomic diversity to improve school outcomes.
This presentation describes school districts pursuing socioeconomic integration, examines the use of class versus race to pursue integration, and describes the benefits of socioeconomic integration for students, parents, teachers, and principals.
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30. Kahlenberg, R. 2008. Middle-class schools for all.
This article advocates enabling high-poverty students to attend better performing middle-class schools, allowing students to benefit from the educational environment at the better performing schools.
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31. Kahlenberg, R. 2006. White students are racially isolated.
Segregation remained high in 2005-06 for all racial groups except Asians. White students remained the most racially isolated, although they attended schools with slightly more minority students than in the past.
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32. Kahlenberg, R. 2008. Fixing No Child Left Behind.
This issue brief lays out the original ideas behind standards-based reform, examines the flawed funding mechanism of No Child Left Behind (NCLB), outlines the flawed systems of standards, testing, and accountability contained in NCLB, discusses the broken promise of the student-transfer provision under NCLB, and concludes with thoughts about the ways in which NCLB's flawed implementation of standards-based reform affirms the fears of standards-based reform opponents: that if NCLB is not fixed it will actually undercut the viability of the public education system.
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33. Kauerz, K. 2006. Ladders of learning: Fighting fade-out by advancing pK-3 alignment.
While children show short term gains at the end of Pre-Kindergarten (PK) and Full Day Kindergarten, those gains are reduced or have faded out when measured a few years later.
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34. LearnMore Indiana. 2008. Indiana's guide to paying for college.
This publication provides information about early steps families can take to help pay for college.
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35. Manno, B. 2008. The connection strategy: Preparing young people to succeed in college and beyond.
This report describes how some of the Annie E. Casey Foundation’s education grantees in Atlanta are working to mend the education pipeline for young people in their communities by connecting standards and expectations for learning from early childhood to college entry or the workforce and providing needed services, supports, and partnerships that add value to the work of schools.
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36. Miller, B.M. 2007. The learning season: The untapped power of summer to advance student achievement.
This report reviews research in the area of summer learning, and argues that it has been shown that the achievement gap between poor and non-poor students can largely be traced to differences in the amount of educational ground children lose during the summer months. (The report notes that, in contrast, the racial/ethnic "achievement gap" seems to develop both during the school year and during the summer.) The author argues for the need for public policy to address the summer learning gap.
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37. National Center for Education Statistics (NCES). 2007. Condition of education 2007.
Annual statistical portrait of education in the United States.
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38. National Center for Education Statistics (NCES). 2008. Condition of education 2008.
The Education Department has released the 2008 edition of “The Condition of Education,” an annual compilation of statistics from various agency studies.
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39. New America Foundation. 2008. Federal education budget project.
The Budget Project Website includes funding, demographic, and achievement data for every state and school district in the country. For each district, the website includes data on No Child Left Behind Act (NCLB) Title I funding, Individuals with Disabilities Education Act (IDEA) special education funding, average per pupil expenditure, student poverty, and NCLB achievement scores.
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40. Orfield, G., and Lee, C. 2007. Historic reversals, accelerating resegregation and the need for new integration strategies.
This report examines increases in resegregation in American schools, following the Supreme Court's decision that most voluntary desegregation plans are unconstitutional.
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41. Pathways to College Network. College access and success state data.
This site provides state-specific data and resources for each of the 50 states and the District of Columbia in areas related to postsecondary access and success.
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42. Public Agenda. 2008. A mission of the heart: What does it take to transform a school?.
Prepared for The Wallace Foundation by Public Agenda, this report attempts to understand the best ways to recruit and sustain top leaders in high-needs schools.
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43. Schott Foundation for Public Education. 2008. Given half a chance: The Schott 50 state report on public education and black males.
This website is a data portal that provides parents, educators, media, policymakers, elected officials—and anyone who cares about education and equity—direct access to important, alarming data on the devastating reality of education for Black males across all 50 states.
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44. Schumacher, R., Hamm, K., and Ewen, D. 2007. Making pre-kindergarten work for low-income working families.
This paper discusses research supporting the need to review initiatives to ensure maximum access for children in working families, especially low-income children.
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45. Silva, E. 2008. The Benwood plan: A lesson in comprehensive teacher reform.
With $5 million from the Chattanooga-based Benwood Foundation and funding from several other local organizations, school and community officials launched an intensive teacher-centered campaign to reform inner-city Chattanooga schools. While financial incentives provided to teachers accounted for some of Benwood's success, a second, equally important teacher-reform strategy: helping teachers improve the quality of their instruction was integral to the success of the project.
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46. Southern Education Foundation (SEF). 2007. A new majority: Low income students in the South's public schools.
This report examines historical income trends among public school children in southern states, and finds that within the past three years, low-income children have become a majority of the southern public school population.
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47. U.S. Department of Education. 2008. National Indian Education Study 2007 Part II: The educational experiences of American Indian and Alaska Native students in grades 4 and 8.
The National Indian Education Study (NIES) is a two-part study designed to describe the condition of education for American Indian and Alaska Native students in the United States. Part II of the NIES is a survey that provides information on the educational experiences of the fourth- and eighth-grade American Indian and Alaska Native students who participated in the National Assessment of Educational Progress (NAEP) assessments.
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48. Urban Institute. 2007. Busting the myth that poor, urban schools can't succeed.
This is a review of the recently published "Good Schools in Poor Neighborhoods: Defying Demographics, Achieving Success" by Beatriz Chu Clewell and Patricia B. Campbell, with Lesley Perlman.
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49. VanTassel-Baska, J., and Stambaugh-T. 2007. Overlooked gems: A national perspective on low-income promising learners.
This monograph was compiled to provide the field of gifted education with a blueprint for working in schools with children of poverty, for activating community-based opportunities for these students, and for forging new partnerships and collaboratives with universities and other agencies to deliver relevant services.
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50. Woodrow Wilson School of Public and International Affairs at Princeton University and the Brookings Institute. 2005. School readiness: Closing racial and ethnic gaps.
This issue of The Future of Children shines the spotlight on school readiness. In its broadest sense, school readiness includes the readiness of elementary school teachers and staff as well as that of children and parents.
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51. Zarate, M. 2007. Understanding Latino parental involvement in education: Perceptions, expectations, and recommendations.
Motivated by growing national interest in parental involvement and the lack of research on Latino perceptions on the issue, the Tomás Rivera Policy Institute (TRPI) examined what constitutes parental involvement for schools, Latino students, and Latino parents.
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