Sample records for rigorous high school

  1. An Empirically-Derived Index of High School Academic Rigor. ACT Working Paper 2017-5

    ERIC Educational Resources Information Center

    Allen, Jeff; Ndum, Edwin; Mattern, Krista

    2017-01-01

    We derived an index of high school academic rigor by optimizing the prediction of first-year college GPA based on high school courses taken, grades, and indicators of advanced coursework. Using a large data set (n~108,000) and nominal parameterization of high school course outcomes, the high school academic rigor (HSAR) index capitalizes on…

  2. Pressing Forward: Increasing and Expanding Rigor and Relevance in America's High Schools. Research on High School and Beyond

    ERIC Educational Resources Information Center

    Smerdon, Becky, Ed.; Borman, Kathryn M., Ed.

    2012-01-01

    Pressing Forward: Increasing and Expanding Rigor and Relevance in America's High Schools is organized to place secondary education, specifically the goals of preparing young adults to be college and career ready, in contemporary perspective, emphasizing the changing global economy and trends in policy and practice. High school students must be…

  3. The Relationship between Project-Based Learning and Rigor in STEM-Focused High Schools

    ERIC Educational Resources Information Center

    Edmunds, Julie; Arshavsky, Nina; Glennie, Elizabeth; Charles, Karen; Rice, Olivia

    2016-01-01

    Project-based learning (PjBL) is an approach often favored in STEM classrooms, yet some studies have shown that teachers struggle to implement it with academic rigor. This paper explores the relationship between PjBL and rigor in the classrooms of ten STEM-oriented high schools. Utilizing three different data sources reflecting three different…

  4. The Rigor Mortis of Education: Rigor Is Required in a Dying Educational System

    ERIC Educational Resources Information Center

    Mixon, Jason; Stuart, Jerry

    2009-01-01

    In an effort to answer the "Educational Call to Arms", our national public schools have turned to Advanced Placement (AP) courses as the predominate vehicle used to address the lack of academic rigor in our public high schools. Advanced Placement is believed by many to provide students with the rigor and work ethic necessary to…

  5. The Relationship between Student's Quantitative Skills, Application of Math, Science Courses, and Science Marks at Single-Sex Independent High Schools

    ERIC Educational Resources Information Center

    Cambridge, David

    2012-01-01

    For independent secondary schools who offer rigorous curriculum to attract students, integration of quantitative skills in the science courses has become an important definition of rigor. However, there is little research examining students' quantitative skills in relation to high school science performance within the single-sex independent school…

  6. College Readiness in California: A Look at Rigorous High School Course-Taking

    ERIC Educational Resources Information Center

    Gao, Niu

    2016-01-01

    Recognizing the educational and economic benefits of a college degree, education policymakers at the federal, state, and local levels have made college preparation a priority. There are many ways to measure college readiness, but one key component is rigorous high school coursework. California has not yet adopted a statewide college readiness…

  7. Importance of Grades and Placement for Math Attainment

    ERIC Educational Resources Information Center

    Tyson, Will; Roksa, Josipa

    2017-01-01

    Research on high school math course taking documents the advantages of starting high school at or beyond Algebra 1. Fewer studies examine differentiation into remedial, general, and honors Algebra 1 course types by course rigor. This study examines how course grades and course rigor are associated with math attainment among students with similar…

  8. Adding Rigor

    ERIC Educational Resources Information Center

    Williamson, Ronald; Blackburn, Barbara R.

    2009-01-01

    A school leader's most visible role is the manager of the day-to-day operations of a school. A less visible but far more important role is that of an instructional leader who works with teachers and other staff members to ensure that every student has a high-quality, rigorous academic experience. Ensuring that schools and classrooms are rigorous…

  9. Academic and Social Support Critical to Success in Academically Rigorous Environment

    ERIC Educational Resources Information Center

    Campbell, Melissa

    2010-01-01

    To ensure that more American students attend college and are prepared to participate in a global economy, secondary schools have increased academic rigor and raised standards. By emphasizing vertical alignment of courses from preschool through college, secondary schools can help close the expectation gap that exists between high school and college…

  10. Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text

    ERIC Educational Resources Information Center

    Parker, Walter C.; Lo, Jane C.

    2016-01-01

    The high school government course is arguably the main site of formal civic education in the country today. This article presents the curriculum that resulted from a multiyear study aimed at improving the course. The pedagogic model, called "Knowledge in Action," centers on a rigorous form of project-based learning where the projects are…

  11. A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation.

    PubMed

    Acosta, Joie D; Chinman, Matthew; Ebener, Patricia; Phillips, Andrea; Xenakis, Lea; Malone, Patrick S

    2016-01-01

    Restorative Practices in schools lack rigorous evaluation studies. As an example of rigorous school-based research, this paper describes the first randomized control trial of restorative practices to date, the Study of Restorative Practices. It is a 5-year, cluster-randomized controlled trial (RCT) of the Restorative Practices Intervention (RPI) in 14 middle schools in Maine to assess whether RPI impacts both positive developmental outcomes and problem behaviors and whether the effects persist during the transition from middle to high school. The two-year RPI intervention began in the 2014-2015 school year. The study's rationale and theoretical concerns are discussed along with methodological concerns including teacher professional development. The theoretical rationale and description of the methods from this study may be useful to others conducting rigorous research and evaluation in this area.

  12. Assessing the Rigor of HS Curriculum in Admissions Decisions: A Functional Method, Plus Practical Advising for Prospective Students and High School Counselors

    ERIC Educational Resources Information Center

    Micceri, Theodore; Brigman, Leellen; Spatig, Robert

    2009-01-01

    An extensive, internally cross-validated analytical study using nested (within academic disciplines) Multilevel Modeling (MLM) on 4,560 students identified functional criteria for defining high school curriculum rigor and further determined which measures could best be used to help guide decision making for marginal applicants. The key outcome…

  13. A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation

    PubMed Central

    Acosta, Joie D.; Chinman, Matthew; Ebener, Patricia; Phillips, Andrea; Xenakis, Lea; Malone, Patrick S.

    2017-01-01

    Restorative Practices in schools lack rigorous evaluation studies. As an example of rigorous school-based research, this paper describes the first randomized control trial of restorative practices to date, the Study of Restorative Practices. It is a 5-year, cluster-randomized controlled trial (RCT) of the Restorative Practices Intervention (RPI) in 14 middle schools in Maine to assess whether RPI impacts both positive developmental outcomes and problem behaviors and whether the effects persist during the transition from middle to high school. The two-year RPI intervention began in the 2014–2015 school year. The study’s rationale and theoretical concerns are discussed along with methodological concerns including teacher professional development. The theoretical rationale and description of the methods from this study may be useful to others conducting rigorous research and evaluation in this area. PMID:28936104

  14. Teacher-Generated Final Exams in High School Science: Content, Rigor, and Assessment Literacy

    NASA Astrophysics Data System (ADS)

    Lach, Michael

    This study investigates a large collection of teacher-generated end-of-semester final exams from Chicago Public School high school science classrooms in order to explore the depth and breadth of content that students learn in science classrooms. Teachers focus on a specific set of scientific content that is driven by district guidelines and popular textbooks but not particularly aligned to standards. To most teachers, rigor means coverage instead of intellectual press. The assessments, while unsophisticated, seem to be delivering what is expected of them---a way to mimic the most basic format of the ACT exam quickly. There was little variation among high poverty and low poverty schools, matching national data and indicating issues that are more due to a particular culture of science teaching and learning than driven by particular contexts. The study identifies implications for the observed homogeneity of final exam rigor and content, identifies gaps between how the routine of final exams are design and implemented in schools, and discusses similar methodological efforts that could enhance the ability of schools and districts to access useful information about the technical core of instruction.

  15. A Cluster-Randomized Trial of Restorative Practices: An Illustration to Spur High-Quality Research and Evaluation

    ERIC Educational Resources Information Center

    Acosta, Joie D.; Chinman, Matthew; Ebener, Patricia; Phillips, Andrea; Xenakis, Lea; Malone, Patrick S.

    2016-01-01

    Restorative practices in schools lack rigorous evaluation studies. As an example of rigorous school-based research, this article describes the first randomized control trial of restorative practices to date, the Study of Restorative Practices. It is a 5-year, cluster-randomized controlled trial (RCT) of the Restorative Practices Intervention (RPI)…

  16. Erasure and Survival: Creating a Future and Managing a Past in a Restructuring High School

    ERIC Educational Resources Information Center

    Galletta, Anne; Ayala, Jennifer

    2008-01-01

    Background/Context: With the growth of the small-school movement, many urban districts have restructured large underperforming high schools into new, small high schools or schools-within-a-school designed to engage adolescents in rigorous and meaningful learning along with strong teacher-student relationships. In the case of this study, the…

  17. Teaching and Learning Conditions Improve High School Reform Efforts

    ERIC Educational Resources Information Center

    Center for Teaching Quality, 2007

    2007-01-01

    The North Carolina high school reform movement is focused on creating small, personalized and academically rigorous schools that increase graduation rates, reduce suspension and expulsion rates, increase college going rates and reduce college remediation rates. This report indicates that redesigned and early college high schools in North Carolina…

  18. Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

    ERIC Educational Resources Information Center

    Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

    2014-01-01

    Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance…

  19. How prepared are college freshmen athletes for the rigors of college strength and conditioning? A survey of college strength and conditioning coaches.

    PubMed

    Wade, Susan M; Pope, Zachary C; Simonson, Shawn R

    2014-10-01

    Training programs for high school athletes have changed over the last 20 years. High school physical education classes have transformed into sport-specific conditioning classes with intensities matching college or professional athlete programming. In addition, involvement in private, sport-specific, training increased; but despite these advanced training methods, are high school athletes prepared for collegiate sport competition? An anonymous survey was sent to 195 Division I strength and conditioning coaches (SCC) to discern incoming college freshman athletes' physical and psychological preparedness for the rigors of collegiate training and sport competition. Fifty-seven (29%) responses were received. Strength and conditioning coaches stated that incoming college freshman athletes lack lower extremity strength, overall flexibility, and core strength as well as proper Olympic lifting technique. Strength and conditioning coaches also stated that athletes lacked the mental toughness to endure collegiate sport training in addition to claiming incoming athletes lacked knowledge of correct nutrition and recovery principles. These results suggest a lack of collegiate training/sport preparedness of high school athletes. High school strength and conditioning specialist's goal is to produce better athletes and doing so requires the strength and conditioning coach/trainer to have knowledge of how to train high school athletes. One way to assure adequate knowledge of strength and conditioning training principles is for high school coaches/trainers to be certified in the field. Strength and conditioning certifications among high school strength and conditioning coaches/trainers would encourage developmentally appropriate training and would provide universities with athletes who are prepared for the rigors of collegiate sport training/competition.

  20. Early College Expansion: Propelling Students to Postsecondary Success, at a School near You

    ERIC Educational Resources Information Center

    Webb, Michael

    2014-01-01

    Early college schools are succeeding at our nation's most daunting educational challenge--propelling students from underserved backgrounds to graduate high school and earn postsecondary degrees. These schools combine high school and college in rigorous, yet supportive environments that embrace acceleration over remediation. Their "college for…

  1. A Case Study of How Professional Learning Communities Influence Morale and Rigor in the Classroom

    ERIC Educational Resources Information Center

    McDonough, Jessica S.

    2013-01-01

    The purpose of this qualitative case study was to explore how professional learning communities influence teacher morale and rigor in the classroom. Participants of the study consisted of six to eight core subject teachers from two 4-A high school campuses in southeast Texas. Two focus group interviews were conducted, one at each school, and…

  2. Making the Grade: Texas Early College High Schools Prepare Students for College

    ERIC Educational Resources Information Center

    Nodine, Thad

    2011-01-01

    Early college schools are part of a national initiative to align high school and college through a rigorous, college-prep curriculum coupled with high expectations and comprehensive student supports. The schools provide all students with direct experience, preparation, and support in taking college classes through a proficiency-based curriculum…

  3. The Psychosocial Functioning of High School Students in Academically Rigorous Programs

    ERIC Educational Resources Information Center

    Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth

    2013-01-01

    This cross-sectional study determined whether students who take part in academically challenging high school curricula experience elevated levels of stress and whether this stress co-occurs with psychological and/or academic problems. Data from self-report questionnaires and school records were collected from 480 students from four high schools.…

  4. STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

    NASA Astrophysics Data System (ADS)

    Ashford, Shetay N.; Lanehart, Rheta E.; Kersaint, Gladis K.; Lee, Reginald S.; Kromrey, Jeffrey D.

    2016-12-01

    From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before promotion to ninth grade. The ePEP helped them identify programs of study and required high school coursework to accomplish their postsecondary education and career goals. During the same period Florida required completion of the ePEP, Florida's Career and Professional Education Act stimulated a rapid increase in the number of statewide high school career academies. Students with interests in STEM careers created STEM-focused ePEPs and may have enrolled in STEM career academies, which offered a unique opportunity to improve their preparedness for the STEM workforce through the integration of rigorous academic and career and technical education courses. This study examined persistence of STEM-interested (i.e., those with expressed interest in STEM careers) and STEM-capable (i.e., those who completed at least Algebra 1 in eighth grade) students ( n = 11,248), including those enrolled in STEM career academies, in rigorous mathematics and science course taking in Florida public high schools in comparison with the national cohort of STEM-interested students to measure the influence of K-12 STEM education efforts in Florida. With the exception of multi-race students, we found that Florida's STEM-capable students had lower persistence in rigorous mathematics and science course taking than students in the national cohort from ninth to eleventh grade. We also found that participation in STEM career academies did not support persistence in rigorous mathematics and science courses, a prerequisite for success in postsecondary STEM education and careers.

  5. High Schools, Race, and America's Future: What Students Can Teach Us about Morality, Diversity, and Community

    ERIC Educational Resources Information Center

    Blum, Lawrence

    2012-01-01

    In "High Schools, Race, and America's Future", Lawrence Blum offers a lively account of a rigorous high school course on race and racism. Set in a racially, ethnically, and economically diverse high school, the book chronicles students' engagement with one another, with a rich and challenging academic curriculum, and with questions that relate…

  6. Keeping Out the Christians: Evangelical High Schools Meet Public Universities

    ERIC Educational Resources Information Center

    Riley, Naomi Schaefer

    2006-01-01

    A year and a half ago, Calvary Chapel high school approached the University of California's (UC) Board of Admissions and Relations with Schools with the curricula of some new courses it wanted to offer. The board must ensure that the classes given in California's high schools are sufficiently rigorous to be counted in UC admissions decisions.…

  7. The Effects of High School Math Curriculum on College Attendance: Evidence from the NLSY97

    ERIC Educational Resources Information Center

    Aughinbaugh, Alison

    2012-01-01

    Using a sample of youth who graduated from high school in the late 1990s and early 2000s, this paper examines the impact of high school math curriculum on the decision to go to college. Results that control for unobserved differences between students and their families suggest that a more rigorous high school math curriculum is associated with a…

  8. Redesigning Dual Enrollment to Promote College Completion. SREB Policy Brief

    ERIC Educational Resources Information Center

    Collins, Crystal

    2012-01-01

    Reform efforts in America's public high schools over the last decade have focused on graduating all students and ensuring they are ready for college and careers. One way policy-makers have increased the rigor of the high school curriculum and bridged the readiness gap between high school and college is through accelerated learning…

  9. Teacher Efficacy of High School Mathematics Co-Teachers

    ERIC Educational Resources Information Center

    Rimpola, Raquel C.

    2011-01-01

    High school mathematics inclusion classes help provide all students the access to rigorous curriculum. This study provides information about the teacher efficacy of high school mathematics co-teachers. It considers the influence of the amount of collaborative planning time on the efficacy of co-teachers. A quantitative research design was used,…

  10. High School Redesign. Diplomas Count, 2016. Education Week. Volume 35, Number 33

    ERIC Educational Resources Information Center

    Edwards, Virginia B., Ed.

    2016-01-01

    This year's report focuses on efforts to redesign high schools. Those include incorporating student voice, implementing a rigorous and relevant curriculum, embracing career exploration, and more. The report also includes the latest statistics on the nation's overall, on-time high school graduation rate. Articles include: (1) To Build a Better High…

  11. Pathways to an Elite Education: Exploring Strategies to Diversify NYC's Specialized High Schools. Policy Brief

    ERIC Educational Resources Information Center

    Corcoran, Sean P.; Baker-Smith, Christine

    2015-01-01

    New York City's specialized high schools have a long history of offering a rigorous, college preparatory, public education to some of NYC's highest-achieving students. Despite enrolling only a small fraction of the City's high school students, the specialized schools have become a powerful symbol in a larger public debate about educational equity.…

  12. A New Model for a Multi-Disciplinary Engineering Summer Research Program for High School Seniors: Program Overview, Effectiveness, and Outcomes

    ERIC Educational Resources Information Center

    Kittur, H.; Shaw, L.; Herrera, W.

    2017-01-01

    The High School Summer Research Program (HSSRP) is a rigorous eight-week research experience that challenges high school students to a novel scientific question in an engineering laboratory at the Henry Samueli School of Engineering and Applied Science (HSSEAS) at the University of California, Los Angeles (UCLA). The program collates highly…

  13. The Story of a Unique Collaborative Partnership Focused on Preparing Effective Teachers to Be Successful in High-Poverty/High-Minority Schools

    ERIC Educational Resources Information Center

    Richman, Laila J.; Wittmann, Cheryl; Madden, Maggie

    2014-01-01

    This article describes an innovative partnership between a state department of education, local school systems, and institutions of higher education aimed at increasing the number of effective teachers for high-poverty/ high-minority schools through collaborative partnerships, rigorous coursework, ongoing professional development, intensive…

  14. Rigor "and" Relevance: Enhancing High School Students' Math Skills through Career and Technical Education

    ERIC Educational Resources Information Center

    Stone, James R., III; Alfeld, Corinne; Pearson, Donna

    2008-01-01

    Numerous high school students, including many who are enrolled in career and technical education (CTE) courses, do not have the math skills necessary for today's high-skill workplace or college entrance requirements. This study tests a model for enhancing mathematics instruction in five high school CTE programs (agriculture, auto technology,…

  15. Top 10 Ways to Improve Science Achievement: Actions for School Principals, Assistant Principals, Department Chairs and School Improvement Consultants.

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2007

    2007-01-01

    High Schools That Work (HSTW) Assessment data show the need to improve science education in both the middle grades and high school. Science education increases students' critical thinking and problem-solving skills. This publication is designed to help principals, other school leaders and teachers identify rigorous instruction and successfully…

  16. San Diego Met High School: Personalization as a Foundation

    ERIC Educational Resources Information Center

    Principal Leadership, 2010

    2010-01-01

    The mission of San Diego Met High School is to prepare students for college and the workforce through active learning, academic rigor, and community involvement in a small school setting. Because personalization is a key component of the school culture, advisories of 20-25 students work with the same teachers for all four years. Advisers, parents,…

  17. The Relative Costs of New York City's New Small Public High Schools of Choice

    ERIC Educational Resources Information Center

    Bifulco, Robert; Unterman, Rebecca; Bloom, Howard S.

    2014-01-01

    Building on prior research by two of the present authors, which uses lottery-like features in New York City's high school admissions process to rigorously demonstrate that new small public high schools in the district are markedly improving graduation prospects for disadvantaged students, the present paper demonstrates that these graduation…

  18. A Rigorous Curriculum Really Matters

    ERIC Educational Resources Information Center

    Cook, Erika

    2013-01-01

    As every good secondary administrator knows, rigorous curricula matter. Challenging curricula is the factor in lifting each student to reach their potential: "the academic intensity of the student's high school curriculum still counts more than anything else...in providing momentum toward completing a bachelor's degree" (Adelman, 2006,…

  19. District-Run Public Charter High Schools: What Do We Know? Research Brief

    ERIC Educational Resources Information Center

    Bleyaert, Barbara

    2010-01-01

    Successful district-run charter high schools, ones where there is a higher than expected achievement and graduation rate, share three characteristics: (1) a clearly articulated focus or mission for the school; (2) a rigorous academic curriculum for all students that emphasizes relevance, critical thinking, and problem-solving; (3) an emphasis on…

  20. Reaching for Rigor: Identifying Practices of Effective High Schools. Research Report

    ERIC Educational Resources Information Center

    Cannata, Marisa; Haynes, Katherine Taylor; Smith, Thomas M.

    2013-01-01

    What distinguishes high schools that "beat the odds" for students from traditionally lower-performing groups from schools that struggle to improve the achievement and graduation rates of these student populations? What types of programs, practices, and processes support better than expected outcomes for students at risk of failure? How…

  1. Validity of High-School Grades in Predicting Student Success beyond the Freshman Year: High-School Record vs. Standardized Tests as Indicators of Four-Year College Outcomes. Research & Occasional Paper Series: CSHE.6.07

    ERIC Educational Resources Information Center

    Geiser, Saul; Santelices, Maria Veronica

    2007-01-01

    High-school grades are often viewed as an unreliable criterion for college admissions, owing to differences in grading standards across high schools, while standardized tests are seen as methodologically rigorous, providing a more uniform and valid yardstick for assessing student ability and achievement. The present study challenges that…

  2. The Coverage of the Holocaust in High School History Textbooks

    ERIC Educational Resources Information Center

    Lindquist, David

    2009-01-01

    The Holocaust is now a regular part of high school history curricula throughout the United States and, as a result, coverage of the Holocaust has become a standard feature of high school textbooks. As with any major event, it is important for textbooks to provide a rigorously accurate and valid historical account. In dealing with the Holocaust,…

  3. A Case Study of Middle School Teachers' Preparations for High-Stakes Assessments

    ERIC Educational Resources Information Center

    Yeary, David Lee

    2017-01-01

    Students, educators, and schools across the country have been presented with challenges as a result of rigorous standards and high-complexity tests. The problem addressed in this case study was that teachers in a rural middle school in a southeastern state were preparing students to take a new high-stakes state-mandated assessment in English…

  4. Academic Rigor and Economic Value: GED[R] and High School Students' Perceptions and Misperceptions of the GED[R] vs. the High School Diploma

    ERIC Educational Resources Information Center

    Horne, Lela M.; Rachal, John R.; Shelley, Kyna

    2012-01-01

    A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample…

  5. The Lansing Area Manufacturing Partnership: A School-to-Success Story.

    ERIC Educational Resources Information Center

    Johnson, Amy Bell; McDonald, Deanne; MacAllum, Keith

    The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners and emphasizes work-based and project-based learning, team teaching, and opportunities for staff and high school seniors to establish close…

  6. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... areas of the basic elementary school curriculum; or (3) At the public middle and high school levels, demonstrate a high level of competency by— (i) Passing a rigorous State test in each academic subject in which... teacher— (1) Receives high-quality professional development that is sustained, intensive, and classroom...

  7. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... areas of the basic elementary school curriculum; or (3) At the public middle and high school levels, demonstrate a high level of competency by— (i) Passing a rigorous State test in each academic subject in which... teacher— (1) Receives high-quality professional development that is sustained, intensive, and classroom...

  8. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... areas of the basic elementary school curriculum; or (3) At the public middle and high school levels, demonstrate a high level of competency by— (i) Passing a rigorous State test in each academic subject in which... teacher— (1) Receives high-quality professional development that is sustained, intensive, and classroom...

  9. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... areas of the basic elementary school curriculum; or (3) At the public middle and high school levels, demonstrate a high level of competency by— (i) Passing a rigorous State test in each academic subject in which... teacher— (1) Receives high-quality professional development that is sustained, intensive, and classroom...

  10. 34 CFR 200.56 - Definition of “highly qualified teacher.”

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... areas of the basic elementary school curriculum; or (3) At the public middle and high school levels, demonstrate a high level of competency by— (i) Passing a rigorous State test in each academic subject in which... teacher— (1) Receives high-quality professional development that is sustained, intensive, and classroom...

  11. Breaking the Barriers Between Middle School and High School: Developing a Transition Team for Student Success.

    ERIC Educational Resources Information Center

    Hertzog, C. Jay; Morgan, P. Lena

    1998-01-01

    Discusses results of a study examining self-perceptions of students moving from middle level to high schools. Kids reported a significant drop in perceived physical appearance, job competence, romantic appeal, conduct, and global self-worth. A transition team can help eighth graders develop an understanding of the academic rigors and cocurricular…

  12. An Evaluation Report: i3 Development Grant Dev07--Sammamish High School. "Re-Imagining Career and College Readiness: STEM, Rigor, and Equity in a Comprehensive High School"

    ERIC Educational Resources Information Center

    Knuth, Randy; Sutton, Paul S.; Levias, Sheldon; Kuo, Annie Camey; Callison, Matthew

    2016-01-01

    The purpose of this study is to describe and examine the structures and policies a public, comprehensive high school put in place to implement problem-based learning (PBL) across content areas. Starting in 2010, the school implemented PBL in the hopes of increasing students' career and college readiness skills. The research took place at a…

  13. Engagement, Alignment, and Rigor as Vital Signs of High-Quality Instruction: A Classroom Visit Protocol for Instructional Improvement and Research

    ERIC Educational Resources Information Center

    Early, Diane M.; Rogge, Ronald D.; Deci, Edward L.

    2014-01-01

    This paper investigates engagement (E), alignment (A), and rigor (R) as vital signs of high-quality teacher instruction as measured by the EAR Classroom Visit Protocol, designed by the Institute for Research and Reform in Education (IRRE). Findings indicated that both school leaders and outside raters could learn to score the protocol with…

  14. An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools. Final Report NCEE 2011-4007

    ERIC Educational Resources Information Center

    Kushman, Jim; Hanita, Makoto; Raphael, Jacqueline

    2011-01-01

    Students entering high school face many new academic challenges. One of the most important is their ability to read and understand more complex text in literature, mathematics, science, and social studies courses as they navigate through a rigorous high school curriculum. The Regional Educational Laboratory (REL) Northwest conducted a study to…

  15. Gateway to College: Lessons from Implementing a Rigorous Academic Program for At-Risk Young People

    ERIC Educational Resources Information Center

    Willard, Jacklyn Altuna; Bayes, Brian; Martinez, John

    2015-01-01

    This study reports on the implementation of Gateway to College, a program whose mission is to serve students who have dropped out of high school, or who are at risk of dropping out of high school, by allowing them to earn a high school diploma and credits toward a postsecondary degree. Gateway to College is uniquely ambitious in providing…

  16. High School Equivalency Testing in Washington. Forum: Responding to Changes in High School Equivalency Testing

    ERIC Educational Resources Information Center

    Kerr, Jon

    2015-01-01

    In 2013, as new high school equivalency exams were being developed and implemented across the nation and states were deciding which test was best for their population, Washington state identified the need to adopt the most rigorous test so that preparation to take it would equip students with the skills to be able to move directly from adult…

  17. Majoring in High School

    ERIC Educational Resources Information Center

    Cavellier, Matt

    2017-01-01

    For decades now, Shattuck-St. Mary's School (Minnesota) has worked tirelessly to support students as they pursue their passions. In particular, the Centers of Excellence--nine programs in which students can dive deeply into areas of personal interest--allow students to fulfill the traditionally rigorous preparatory school curriculum while…

  18. Exam High Schools and Academic Achievement: Evidence from New York City. NBER Working Paper No. 17286

    ERIC Educational Resources Information Center

    Dobbie, Will; Fryer, Roland G., Jr.

    2011-01-01

    Publicly funded exam schools educate many of the world's most talented students. These schools typically contain higher achieving peers, more rigorous instruction, and additional resources compared to regular public schools. This paper uses a sharp discontinuity in the admissions process at three prominent exam schools in New York City to provide…

  19. Connected Learning Communities: A Toolkit for Reinventing High School.

    ERIC Educational Resources Information Center

    Almeida, Cheryl, Ed.; Steinberg, Adria, Ed.

    This document presents tools and guidelines to help practitioners transform their high schools into institutions facilitating community-connected learning. The approach underpinning the tools and guidelines is based on the following principles: academic rigor and relevance; personalized learning; self-passage to adulthood; and productive learning…

  20. Rigorous Schools and Classrooms: Leading the Way

    ERIC Educational Resources Information Center

    Williamson, Ronald; Blackburn, Barbara R.

    2010-01-01

    Turn your school into a student-centered learning environment, where rigor is at the heart of instruction in every classroom. From the bestselling author of "Rigor is Not a Four-Letter Word," Barbara Blackburn, and award-winning educator Ronald Williamson, this comprehensive guide to establishing a schoolwide culture of rigor is for principals and…

  1. "We Don't Recruit, We Educate": High School Program Marketing and International Baccalaureate Programmes

    ERIC Educational Resources Information Center

    Donovan, Martha K.; Lakes, Richard D.

    2017-01-01

    Public education reformers have created a widespread expectation of school choice among school consumers. School leaders adopt rigorous academic programs, like the International Baccalaureate (IB) Diploma Programme (DP) and Career Programme (CP), to improve their market position in the competitive landscape. While ample research has investigated…

  2. Beyond Academics: Conquering Senioritis

    ERIC Educational Resources Information Center

    Rehage, Larry; Dreis, Janice

    2009-01-01

    Many educators complain that the blight of senioritis and the absence of rigor and relevance prevent the final year of high school from being the capstone year it should be. Helping seniors focus on the life-changing transition they are about to experience is an effective strategy for engaging seniors and infusing relevance and rigor in a profound…

  3. Climate Change: Providing Equitable Access to a Rigorous and Engaging Curriculum

    ERIC Educational Resources Information Center

    Cardichon, Jessica; Roc, Martens

    2013-01-01

    This report examines how implementing rigorous and engaging curriculum aligned with college- and career-ready standards fosters positive school climates in which students are motivated to succeed, achievement gaps narrow, and learning and outcomes improve. It includes federal, state, and local recommendations for increasing access to high-quality,…

  4. Raising Rigor, Getting Results: Lessons Learned from AP Expansion

    ERIC Educational Resources Information Center

    Wakelyn, David

    2009-01-01

    Advanced Placement (AP), which enables high school students to take introductory college-level courses, is the nation's oldest example of a rigorous, common curriculum. Students who score well on AP exams are more likely to persist in college and earn a degree. The Advanced Placement Expansion project of the National Governors Association Center…

  5. High School Opportunities for STEM: Comparing Inclusive STEM-Focused and Comprehensive High Schools in Two US Cities

    ERIC Educational Resources Information Center

    Eisenhart, Margaret; Weis, Lois; Allen, Carrie D.; Cipollone, Kristin; Stich, Amy; Dominguez, Rachel

    2015-01-01

    In response to numerous calls for more rigorous STEM (science, technology, engineering, and mathematics) education to improve US competitiveness and the job prospects of next-generation workers, especially those from low-income and minority groups, a growing number of schools emphasizing STEM have been established in the US over the past decade.…

  6. The Negative Impact of Community Stressors on Learning Time: Examining Inequalities between California High Schools

    ERIC Educational Resources Information Center

    Mirra, Nicole; Rogers, John

    2015-01-01

    Allocated classroom time is not the same as time available for learning--a host of economic and social stressors undermine learning time in schools serving low-income students. When time is limited, it is hard to meet rigorous learning standards. The challenge is compounded in high-poverty schools where community stressors place additional demands…

  7. Career Planning with CareerForward: Exploring Student Perceptions and Experiences in an Online Career Preparation Course

    ERIC Educational Resources Information Center

    Barbour, Michael; Lahiri, Minakshi; Toker, Sacip; Harrison, Kelly Unger

    2016-01-01

    In April 2006, the Michigan State Board of Education and Michigan Legislatures adopted a rigorous package of high school graduation requirements, one of which made Michigan the first state that incorporated an online learning graduation requirement into the K-12 curriculum. All Michigan's students entering high school during 2008-2009 school year…

  8. Transnational English Language Learners Fighting on an Unlevel Playing Field: High School Exit Exams, Accommodations, and ESL Status

    ERIC Educational Resources Information Center

    Alexander, Mariko Mizuno

    2017-01-01

    Though previous research addresses the negative impact of state-mandated high school exit exams on English language learners' (ELLs) educational experiences, less attention has been given to how college-oriented ELLs, especially those who attended school in their home countries before coming to the US, handle rigorous exams or gain access to…

  9. 34 CFR 691.16 - Rigorous secondary school program of study.

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ...: biology, chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than... 34 Education 4 2011-07-01 2011-07-01 false Rigorous secondary school program of study. 691.16... Procedures § 691.16 Rigorous secondary school program of study. (a)(1) For each award year commencing with...

  10. 34 CFR 691.16 - Rigorous secondary school program of study.

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ...: biology, chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than... 34 Education 4 2013-07-01 2013-07-01 false Rigorous secondary school program of study. 691.16... Procedures § 691.16 Rigorous secondary school program of study. (a)(1) For each award year commencing with...

  11. 34 CFR 691.16 - Rigorous secondary school program of study.

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ...: biology, chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than... 34 Education 4 2014-07-01 2014-07-01 false Rigorous secondary school program of study. 691.16... Procedures § 691.16 Rigorous secondary school program of study. (a)(1) For each award year commencing with...

  12. 34 CFR 691.16 - Rigorous secondary school program of study.

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ...: biology, chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than... 34 Education 4 2012-07-01 2012-07-01 false Rigorous secondary school program of study. 691.16... Procedures § 691.16 Rigorous secondary school program of study. (a)(1) For each award year commencing with...

  13. Ten Principles of Effective School Design

    ERIC Educational Resources Information Center

    New Visions for Public Schools, 2006

    2006-01-01

    This brief document offers ten principles of effective school design. They are: (1) Clear Focus and High Expectations for staff and students are defining features of an effective school; (2) A Rigorous Instructional Program provides equitable opportunities to learn and enables every student to master challenging content, skills, and learning…

  14. Successful Magnet High Schools. Innovations in Education

    ERIC Educational Resources Information Center

    US Department of Education, 2008

    2008-01-01

    Lack of relevant course work is a top reason why high school students drop out, and studies have shown that low-income and minority students are less likely to be enrolled in college preparatory curricula than their more affluent peers. In today's world, it is critical to ensure that all students have access to a rigorous, high-quality education…

  15. The International Baccalaureate Diploma Program's Impacting High School Culture and Climate

    ERIC Educational Resources Information Center

    Duarte, George

    2013-01-01

    School reformers are often searching for a program that will have a positive and far-reaching effect on a school campus. Researchers and writers have described the International Baccalaureate Diploma Program (IB DP) as a largely positive influence on a school campus, providing a rigorous and standards-based curriculum to IB DP students. However,…

  16. Advanced Placement Academy: Case Study of a Program within a School

    ERIC Educational Resources Information Center

    Swanson, Julie Dingle; Nagy, Steven

    2014-01-01

    The focus of this study was the first year of implementation of the Advanced Placement Academy (APA), a program within a high school providing honors and Advanced Placement coursework for high-ability African American students with previously limited access to rigorous courses. The qualitative investigation explores practical solutions from…

  17. The Relationship between Grade-Level Team Implementation of Professional Learning Communities and Student Achievement in Math

    ERIC Educational Resources Information Center

    Lesar, Peter V.

    2013-01-01

    With changing academic standards, more rigorous state assessments, growing diversity among student populations, decreased school funding, and high achievement expectations from the state and federal government, teachers have a very challenging and demanding job. Fully aware of these high expectations from the education community, school leaders…

  18. Determining the Measurement Quality of a Montessori High School Teacher Evaluation Survey

    ERIC Educational Resources Information Center

    Setari, Anthony Philip; Bradley, Kelly D.

    2017-01-01

    The purpose of this study was to conduct a psychometric validation of a course evaluation instrument, known as a student evaluation of teaching (SET), implemented in a Montessori high school. The authors demonstrate to the Montessori community how to rigorously examine the measurement and assessment quality of instruments used within Montessori…

  19. AP Courses Get Audited for Quality

    ERIC Educational Resources Information Center

    Ashford, Ellie

    2007-01-01

    As the college admissions process has gotten much more competitive, the number of high school students taking Advanced Placement (AP) courses has soared. At the same time, policymakers and education leaders seek to get more minorities and students not on the college track to sign up for AP and other rigorous classes. But as high schools have…

  20. Academic Competitiveness and National SMART Grant Programs: 2006-07 and 2007-08

    ERIC Educational Resources Information Center

    Choy, Susan P.; Berkner, Lutz; Li, Xiaojie; Woo, Jennie; Lee, John; Topper, Amy

    2010-01-01

    The Department of Education is vitally interested in whether the financial incentives provided by the grants affect student behavior. That is, will the Academic Competitiveness Grant (ACGs) induce more economically disadvantaged high school students to complete a rigorous high school program and enroll and succeed in postsecondary education? Will…

  1. State College- and Career-Ready High School Graduation Requirements. Updated

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    Research by Achieve, ACT, and others suggests that for high school graduates to be prepared for success in a wide range of postsecondary settings, they need to take four years of challenging mathematics--covering Advanced Algebra; Geometry; and data, probability, and statistics content--and four years of rigorous English aligned with college- and…

  2. Free Reading Is UTOPIA

    ERIC Educational Resources Information Center

    LeCrone, Nancy

    2010-01-01

    In high school students get tied up in extracurricular activities and have little time for pleasure reading. It is true that with rigorous academic schedules they have little time for pleasure reading. Thus began a conversation with a sophomore English teacher at the author's high school. As they were discussing the plight of free reading he was…

  3. Practice Makes Perfect.

    ERIC Educational Resources Information Center

    Vail, Kathleen

    1997-01-01

    Describes curriculum at New Orleans Center for Creative Arts (NOCCA), a public high school that offers a rigorous fine-arts curriculum in music, dance, visual arts, theater, and creative writing. A total of 260 students attend home schools half of the day and take classes at NOCCA the second half. Although not founded as a magnet school, the…

  4. Collaborative Evaluation of a High School Prevention Curriculum: How Methods of Collaborative Evaluation Enhanced a Randomized Control Trial to Inform Program Improvement

    ERIC Educational Resources Information Center

    Orsini, Muhsin Michael; Wyrick, David L.; Milroy, Jeffrey J.

    2012-01-01

    Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome…

  5. Adolescents' and Emerging Adults' Implicit Attitudes about STEM Careers: "Science Is Not Creative"

    ERIC Educational Resources Information Center

    Valenti, S. S.; Masnick, A. M.; Cox, B. D.; Osman, C. J.

    2016-01-01

    Although interest in science and math is often high in the elementary grades, interest in choosing science and math careers drops off beginning in junior high school for both genders, but especially for girls. By high school, a shift towards increased rigor is often accompanied by a lack of creativity in the way that scientific disciplines are…

  6. The Changing Role of Vocational Education and the Comprehensive High School.

    ERIC Educational Resources Information Center

    Pucel, David J.

    As American society has changed from the industrial age to the information age to the knowledge/imagination age, the notion of a comprehensive high school in its originally envisioned form has again become a high priority. If all students are required to obtain a rigorous academic education and an applied education related to a life or work…

  7. Pathways to an Elite Education: Application, Admission, and Matriculation to New York City's Specialized High Schools

    ERIC Educational Resources Information Center

    Corcoran, Sean Patrick; Baker-Smith, E. Christine

    2018-01-01

    New York City's public specialized high schools have a long history of offering a rigorous, college preparatory education to the city's most academically talented students. Though immensely popular and highly selective, their policy of admitting students using a single entrance exam has raised questions about diversity and equity in access. In…

  8. The Effect of High School Socioeconomic, Racial, and Linguistic Segregation on Academic Performance and School Behaviors

    ERIC Educational Resources Information Center

    Palardy, Gregory J.; Rumberger, Russell W.; Butler, Truman

    2015-01-01

    Background/Context: The 1954 U.S. Supreme Court decision on Brown v. Board of Education concluded that segregated schools were inherently unequal and therefore unlawful. That decision was not based solely upon the notion that segregated black schools were inferior in terms of academic instruction, curricular rigor, resources, etc., but also on…

  9. School Closures in New York City: Did Students Do Better after Their High Schools Were Closed?

    ERIC Educational Resources Information Center

    Kemple, James J.

    2016-01-01

    Much has been written about the controversy surrounding performance-based school closures, but there has been no rigorous assessment of their impact on student achievement. Does the closure process harm students who are enrolled in a school while it is being phased out? Are future students better-off because a low-performing option has been…

  10. Unequal Access to Rigorous High School Curricula: An Exploration of the Opportunity to Benefit from the International Baccalaureate Diploma Programme (IBDP)

    ERIC Educational Resources Information Center

    Perna, Laura W.; May, Henry; Yee, April; Ransom, Tafaya; Rodriguez, Awilda; Fester, Rachél

    2015-01-01

    This study explores whether students from low-income families and racial/ethnic minority groups have the opportunity to benefit in what is arguably the most rigorous type of credit-based transition program: the International Baccalaureate Diploma Programme (IBDP). The analyses first describe national longitudinal trends in characteristics of…

  11. Evaluation of the Academy of Math, Science, and Engineering at Luther Burbank High School During the 1984-85 School Year. Evaluation Report No. 21.

    ERIC Educational Resources Information Center

    Sacramento City Unified School District, CA.

    The Academy of Math, Science, and Engineering was established at the Luther Burbank High School of Sacramento, California as a rigorous and competitive academic alternative program. This report contains an evaluation of the second year (1984-85) of the program. Program accomplishments are reviewed in the categories of: (1) student enrollment; (2)…

  12. Continuing Care in High Schools: A Descriptive Study of Recovery High School Programs

    PubMed Central

    Finch, Andrew J.; Moberg, D. Paul; Krupp, Amanda Lawton

    2014-01-01

    Data from 17 recovery high schools suggest programs are dynamic and vary in enrollment, fiscal stability, governance, staffing, and organizational structure. Schools struggle with enrollment, funding, lack of primary treatment accessibility, academic rigor, and institutional support. Still, for adolescents having received treatment for substance abuse, recovery schools appear to successfully function as continuing care providers reinforcing and sustaining therapeutic benefits gained from treatment. Small size and therapeutic programming allow for a potentially broader continuum of services than currently exists in most of the schools. Recovery schools thus provide a useful design for continuing care warranting further study and policy support. PMID:24591808

  13. Characteristics of School Districts That Participate in Rigorous National Educational Evaluations

    PubMed Central

    Stuart, Elizabeth A.; Bell, Stephen H.; Ebnesajjad, Cyrus; Olsen, Robert B.; Orr, Larry L.

    2017-01-01

    Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to potential target populations for the interventions that were evaluated. Utilizing a list of the actual districts that participated in 11 large-scale rigorous educational evaluations, we compare those districts to several different target populations of districts that could potentially be affected by policy decisions regarding the interventions under study. We find that school districts that participated in the 11 rigorous educational evaluations differ from the interventions’ target populations in several ways, including size, student performance on state assessments, and location (urban/rural). These findings raise questions about whether, as currently implemented, the results from rigorous impact studies in education are likely to generalize to the larger set of school districts—and thus schools and students—of potential interest to policymakers, and how we can improve our study designs to retain strong internal validity while also enhancing external validity. PMID:29276552

  14. Rigor Plus Support: How Science Teachers Use Literacy Techniques to Get Students Ready for College

    ERIC Educational Resources Information Center

    Bayerl, Katie

    2007-01-01

    Schoolwide literacy--the teaching of reading, writing, speaking, and thinking practices in all content areas--is generally considered an effective, even necessary, approach to addressing the learning needs of adolescents. In early college high schools, which blend high school and college for students who are underserved in higher education, the…

  15. How Do Professional Learning Communities Foster Strong Career and Technical Education Programs of Study in Illinois Public High Schools?

    ERIC Educational Resources Information Center

    Custable, Wendy

    2013-01-01

    This research study examines how Illinois public high school Career and Technical Education educational leaders employ best practices in providing all students rigorous, relevant, and equitable learning experiences within a professional learning community structure. This study utilized a mixed method two-tier case study methodology. Tier one…

  16. High School Graduation Requirements in a Time of College and Career Readiness. CSAI Report

    ERIC Educational Resources Information Center

    Center on Standards and Assessments Implementation, 2016

    2016-01-01

    Ensuring that students graduate high school prepared for college and careers has become a national priority in the last decade. To support this goal, states have adopted rigorous college and career readiness (CCR) standards in English language arts (ELA) and mathematics. Additionally, states have begun to require students to pass assessments, in…

  17. Beyond Academics: A Holistic Framework for Enhancing Education and Workplace Success. ACT Research Report Series. 2015 (4)

    ERIC Educational Resources Information Center

    Camara, Wayne, Ed.; O'Connor, Ryan, Ed.; Mattern, Krista, Ed.; Hanson, Mary Ann, Ed.

    2015-01-01

    Colleges have long recognized the importance of multiple domains. Admissions officers look to high school grades as indicators of persistence and achievement; student statements and letters of recommendation as indicators of character, behavior, and adaptability; the rigor of courses completed in high school as evidence of effort, motivation, and…

  18. Ensuring College Success: Scaffolding Experiences for Students and Faculty in an Early College School

    ERIC Educational Resources Information Center

    Newton, Anne; Vogt, Kristen

    2008-01-01

    Early college is a bold approach that blends high school and college in a rigorous yet supportive program to help young people simultaneously earn a diploma and tuition-free credit toward a postsecondary degree. Designed for students underrepresented in higher education, these innovative small public schools focus on the preparation of low-income…

  19. The Influence of Training and Gender in Mentoring on Novice School Administrators

    ERIC Educational Resources Information Center

    Benetto, Kimberly S.

    2010-01-01

    The role of the principal, as an instructional leader is one of the most important roles in education today. The demands of high accountability that are placed on school principals have caused legislators and educational reformers to require more rigorous training for school leaders. Many states now have mandated state mentoring programs for entry…

  20. How Accessible Is IB Schooling? Evidence from Australia

    ERIC Educational Resources Information Center

    Dickson, Anisah; Perry, Laura B.; Ledger, Susan

    2017-01-01

    This study examines access to International Baccalaureate schools in Australia. It is important to examine whether, as a highly regarded form of rigorous academic education, IB programmes are available to a wide range of students. We examine the location of schools in Australia that offer one or more of the IB Primary Years Programme, Middle Years…

  1. Trends in Methodological Rigor in Intervention Research Published in School Psychology Journals

    ERIC Educational Resources Information Center

    Burns, Matthew K.; Klingbeil, David A.; Ysseldyke, James E.; Petersen-Brown, Shawna

    2012-01-01

    Methodological rigor in intervention research is important for documenting evidence-based practices and has been a recent focus in legislation, including the No Child Left Behind Act. The current study examined the methodological rigor of intervention research in four school psychology journals since the 1960s. Intervention research has increased…

  2. Characteristics of School Districts That Participate in Rigorous National Educational Evaluations

    ERIC Educational Resources Information Center

    Stuart, Elizabeth A.; Bell, Stephen H.; Ebnesajjad, Cyrus; Olsen, Robert B.; Orr, Larry L.

    2017-01-01

    Given increasing interest in evidence-based policy, there is growing attention to how well the results from rigorous program evaluations may inform policy decisions. However, little attention has been paid to documenting the characteristics of schools or districts that participate in rigorous educational evaluations, and how they compare to…

  3. Strategies Leaders Can Use to Improve Rigor in Their Schools

    ERIC Educational Resources Information Center

    Williamson, Ronald; Blackburn, Barbara R.

    2009-01-01

    Concern about rigor is not new. Since the release of "A Nation At Risk" (National Commission on Excellence in Education, 1983) the debate about the quality of America's schools has grown exponentially. This debate calls for dramatically different schools, schools that are much more responsive to student need, and provide a rigorous…

  4. Going Global, for Rich and Poor

    ERIC Educational Resources Information Center

    Mathews, Jay; Mathews, Linda

    2012-01-01

    International Baccalaureate (IB) programs are turning up in a diverse mix of school districts, an attempt to add rigor and depth. For rich and for poor, for big schools and small ones, IB has become a way to add rigor and depth to public school curricula. But each school district has adapted IB for its own needs. Some use it in all schools for all…

  5. Stakeholder Perceptions of Barriers and Solutions to Significant Expansion of Postsecondary Enrollment Options for High School Students

    ERIC Educational Resources Information Center

    Wozniak, Carl; Palmer, Louann Bierlein

    2012-01-01

    Post-secondary experiences for students still in high school have been promoted as a means to increase academic rigor and create a better-trained workforce. Yet little is known regarding supports needed to significantly increase such options. This study obtained input from 411 stakeholders in one Midwestern state, including 201 district…

  6. Discrimination against Students with Foreign Backgrounds: Evidence from Grading in Swedish Public High Schools

    ERIC Educational Resources Information Center

    Hinnerich, Bjorn Tyrefors; Höglin, Erik; Johannesson, Magnus

    2015-01-01

    We rigorously test for discrimination against students with foreign backgrounds in high school grading in Sweden. We analyse a random sample of national tests in the Swedish language graded both non-blindly by the student's own teacher and blindly without any identifying information. The increase in the test score due to non-blind grading is…

  7. STEM Education and Sexual Minority Youth: Examining Math and Science Coursetaking Patterns among High School Students

    ERIC Educational Resources Information Center

    Gottfried, Michael; Estrada, Fernando; Sublett, Cameron

    2015-01-01

    Sexual minority students such as those identifying as lesbian, gay, or bisexual, as well as those identifying with emerging self-labels (e.g., queer) face a host of risk factors in high school that can potentially compromise educational excellence, particularly in rigorous academic disciplines. The current study advances the area of diversity…

  8. The Advanced Placement Program Benefits Mainly Well-Prepared Students Who Pass AP Exams. Issues in College Readiness

    ERIC Educational Resources Information Center

    National Center for Educational Achievement, 2010

    2010-01-01

    Many policymakers and education leaders have embraced the Advanced Placement (AP) Program as a tool to strengthen the high school curriculum and prepare students for college. The popularity of the AP program among these policy leaders reflects their belief that the traditional high school curriculum has often failed to provide rigorous courses…

  9. High School Exit Exams and Dropout in an Era of Increased Accountability

    ERIC Educational Resources Information Center

    Hemelt, Steven W.; Marcotte, Dave E.

    2013-01-01

    A key form of student-level accountability is the requirement for students to pass high school exit exams (HSEEs) in order to receive a diploma. In this paper, we examine the impact of HSEEs on dropout during a period when these exams became more common and rigorous. Further, we study whether offering alternate pathways to graduation for students…

  10. High School Reform and Work: Facing Labor Market Realities. Policy Information Report

    ERIC Educational Resources Information Center

    Barton, Paul E.

    2006-01-01

    The focus of the current high school reform movement goes beyond qualifying students to enter college. It extends to raising the rigor of coursework so that students are prepared for college-level classes, rather than forced to enter remedial courses. This need is based on extensive study of the gap between college admissions criteria and the more…

  11. Are Parents Ready for New High School Curriculum Requirements? Policy Report 28

    ERIC Educational Resources Information Center

    Landauer-Menchik, Bettie

    2006-01-01

    The State Board of Education has recommended the implementation of a new, more rigorous curriculum for Michigan high schools. All students would be required to take four years of English; one year each of Algebra I, Geometry, Algebra II, and an additional math class in the senior year; one year each of Biology, Physics or Chemistry, and one…

  12. The Effects of Formative Reading Assessments Closely Linked to Classroom Texts on High School Reading Comprehension

    ERIC Educational Resources Information Center

    Hooley, Diana S.; Thorpe, Justin

    2017-01-01

    Older student reading of informational texts like those found in most high school classrooms continue to be a concern. College entrance exams scores attest to the fact that this age group of readers remain largely unprepared for the rigorous, discipline area reading and comprehension demands of higher education. In response to this issue content…

  13. Underprepared Students' Performance on Algebra in a Double-Period High School Mathematics Program

    ERIC Educational Resources Information Center

    Martinez, Mara V.; Bragelman, John; Stoelinga, Timothy

    2016-01-01

    The primary goal of the Intensified Algebra I (IA) program is to enable mathematically underprepared students to successfully complete Algebra I in 9th grade and stay on track to meet increasingly rigorous high school mathematics graduation requirements. The program was designed to bring a range of both cognitive and non-cognitive supports to bear…

  14. Rigor in Your School: A Toolkit for Leaders

    ERIC Educational Resources Information Center

    Williamson, Ronald; Blackburn, Barbara R.

    2011-01-01

    Raise the level of rigor in your school and dramatically improve student learning with the tools in this book. Each illuminating exercise is tailored to educators looking to spread the word on rigor and beat the obstacles to achieving it schoolwide. Formatted for duplication and repeated use, these tools are perfect for those who currently hold a…

  15. College Readiness Indicators. Bulletin. Issue 25

    ERIC Educational Resources Information Center

    Cromwell, Ashley M.; McClarty, Katie Larsen; Larson, Sarah J.

    2013-01-01

    This paper outlines current student-level indicators at the high school and middle school levels that predict college success. In this bulletin, indicators are divided into three categories: assessment scores (e.g., SAT® exam scores), transcript attributes (e.g., course rigor), and additional indicators (e.g., attendance) that impact achievement.

  16. Sustaining a Vision of Rigor

    ERIC Educational Resources Information Center

    Williamson, Ronald; Blackburn, Barbara R.

    2010-01-01

    Even with the best planning and supportive implementation, one's school will experience challenges to achieving its vision of increased rigor. One of today's most serious issues is how schools can improve when resources are stagnant or even declining. Virtually every school faces dwindling resources and is caught between the expectation that…

  17. Guidelines for preparing high school psychology teachers: course-based and standards-based approaches.

    PubMed

    2013-01-01

    Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level.

  18. New Rules, New Roles: Preparing All Young People for a Changing World. A Report on Career Exploration and Preparation for Young People.

    ERIC Educational Resources Information Center

    Conescu, Rachel; Lewis, Anne; Mackinnon, Ann; Weissberg, Alan

    This publication describes the following six programs designed to improve education and employment preparation for adolescents and funded by the Wallace-Reader's Digest Funds: (1) High Schools that Work, a national initiative that assists more than 1,000 high schools in 22 states as they upgrade their rigor and improve their quality of…

  19. Making the Transition: Interim Results of the National Guard Youth ChalleNGe Evaluation

    ERIC Educational Resources Information Center

    Millenky, Megan; Bloom, Dan; Dillon, Colleen

    2010-01-01

    Young people who drop out of high school face long odds of success in a labor market that increasingly values education and skills. This report presents interim results from a rigorous, ongoing evaluation of the National Guard Youth ChalleNGe Program, which aims to "reclaim the lives of at-risk youth" who have dropped out of high school.…

  20. Making the Transition: Interim Results of the National Guard Youth ChalleNGe Evaluation. [Executive Summary

    ERIC Educational Resources Information Center

    Millenky, Megan; Bloom, Dan; Dillon, Colleen

    2010-01-01

    Young people who drop out of high school face long odds of success in a labor market that increasingly values education and skills. This report presents interim results from a rigorous, ongoing evaluation of the National Guard Youth ChalleNGe Program, which aims to "reclaim the lives of at-risk youth" who have dropped out of high school. ChalleNGe…

  1. Is Junior Reserve Officer Training Corps (JROTC) Participation an Equitable Substitution for an Alternative Physical Education Credit in High School?

    ERIC Educational Resources Information Center

    Bruno, Michael A.

    2016-01-01

    As school districts nationwide struggle to raise academic achievement of students, an emphasis is made to increase the rigor of core subjects such as math, language arts, reading and writing. To balance the school day, courses such as physical education, health, and fine arts are given less prominence in scheduling. For physical education (PE), a…

  2. Alternative School Education: Using Web-Based Curriculum Programs to Assist At-Risk Students with High School Credit Recovery in Select East Central Indiana Schools

    ERIC Educational Resources Information Center

    Robbins, William Shane

    2011-01-01

    "We know that education can be an arduous process. Countries use different approaches based on societal acceptances, but effective education always requires enormous efforts. Whether success is achieved, depends on the development of a rigorous and progressive curriculum, while at the same time providing all students the opportunity to…

  3. Strengthening Children's Math Skills with Enhanced Instruction: The Impacts of Making Pre-K Count and High 5s on Kindergarten Outcomes

    ERIC Educational Resources Information Center

    Mattera, Shira K.; Jacob, Robin; Morris, Pamela A.

    2018-01-01

    Early math skills are a strong predictor of later achievement for young children, not only in math, but in other domains as well. Exhibiting strong math skills in elementary school is predictive of later high school completion and college attendance. To that end, the Making Pre-K Count and High 5s studies set out to rigorously assess whether…

  4. STEM-Focused Academies in Urban Schools: Tensions and Possibilities

    ERIC Educational Resources Information Center

    Nasir, Na'ilah Suad; Vakil, Sepehr

    2017-01-01

    Drawing on data from a study of learning, race, and equity in an urban high school organized around specialized learning academies, we examine the ways in which the design, framing, construction, and organization of learning spaces deeply influences the types of access to rigorous learning that students experience. We draw on the notion of…

  5. Save Senioritis with Serious Senior Studies

    ERIC Educational Resources Information Center

    Chmelynski, Carol

    2004-01-01

    From more rigorous courses during the twelfth grade to individual projects and internships, school districts across the country are taking a variety of steps for the purpose of keeping seniors engaged in learning during their senior year of high school. At the same time, they are also warning students about the possibility that students who have…

  6. Credentials for All: An Imperative for SREB States

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2015

    2015-01-01

    Southern Regional Education Board's (SREB's) Commission on Career and Technical Education challenges states to build bridges from high school to postsecondary attainment and career advancement by developing rigorous, relevant career pathways that align secondary, postsecondary, and workplace learning and lead to high-skill, high-wage jobs in…

  7. Perceived Factors Influencing High School Student Participation in an Integrated Statewide Dual Credit Program: An Examination of Program Success and Student Higher Education Selection Decisions

    ERIC Educational Resources Information Center

    Touchstone, Allison J. L.

    2010-01-01

    Dual credit programs have become increasingly popular with 71% U.S. public high schools offering dual credit courses in 2002-2003. As this popularity has grown, so have concerns regarding academic rigor, course quality, parity with college courses, and effects on higher education. Determining actual dual credit course equivalent in higher…

  8. Off the Radar and Ubiquitous: Text Messaging and Its Relationship to "Drama" and Cyberbullying in an Affluent, Academically Rigorous US High School

    ERIC Educational Resources Information Center

    Allen, Kathleen P.

    2012-01-01

    This mixed methods study explores text messaging in a suburban US high school. Survey questions were answered by students (mean age 16.0; SD = 1.23) regarding the prevalence of bullying and victimization via text messaging. Students and staff members responded to a survey item regarding perceptions of hostile text messaging. Both students and…

  9. Powerful Design Principles and Processes: Lessons from a Case of Ambitious Civics Education Curriculum Planning. A Response to "Reinventing the High School Government Course: Rigor, Simulations, and Learning from Text"

    ERIC Educational Resources Information Center

    Dinkelman, Todd

    2016-01-01

    In "Reinventing the High School Government Course," the authors presented the latest iteration of an ambitious AP government course developed over a seven-year design-based implementation research project. Chiefly addressed to curriculum developers and civics teachers, the article elaborates key design principles, provides a description…

  10. Rigor or Restriction: Examining Close Reading with High School English Language Learners

    ERIC Educational Resources Information Center

    Thomason, Betty; Brown, Clara Lee; Ward, Natalia

    2017-01-01

    English language learners (ELLs) are the fastest growing student subgroup in the United States, and public schools have the challenging task of teaching ELLs both English language and academic content. In spite of the attention given to improving outcomes for ELLs, the achievement gap between ELLs and native English speakers persists, especially…

  11. The Case against Exit Exams. Policy Brief

    ERIC Educational Resources Information Center

    Hyslop, Anne

    2014-01-01

    In the 2013-14 school year, twenty-four states required students to be proficient on standardized tests in order to graduate from high school. But starting next year, and in the years to come, states will launch more rigorous, college- and career-ready assessments aligned to the Common Core. As they do so, they should revisit the stakes on these…

  12. STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

    ERIC Educational Resources Information Center

    Ashford, Shetay N.; Lanehart, Rheta E.; Kersaint, Gladis K.; Lee, Reginald S.; Kromrey, Jeffrey D.

    2016-01-01

    From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before promotion to ninth grade. The ePEP helped them identify programs of study and required high school coursework to accomplish their postsecondary education and career goals. During the same period Florida…

  13. AP: A Critical Examination of the Advanced Placement Program

    ERIC Educational Resources Information Center

    Sadler, Philip M., Ed.; Sonnert, Gerhard, Ed.; Tai, Robert H., Ed.; Klopfenstein, Kristin, Ed.

    2010-01-01

    With an annual yearly growth rate of 9.3 percent over the last two decades, Advanced Placement courses have become a juggernaut in American high school education. AP courses are routinely perceived as an indicator of educational rigor, and many schools push to enroll low-income or minority students in these courses in the hope of preparing them…

  14. Equipping Youth with Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships

    ERIC Educational Resources Information Center

    Test, David W.; Smith, Leanne E.; Carter, Erik W.

    2014-01-01

    Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First,we review recent findings related to the post-school employment, education, and independent living…

  15. Equipping Youth with Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships

    ERIC Educational Resources Information Center

    Test, David W.; Smith, Leann E.; Carter, Erik W.

    2014-01-01

    Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First, we review recent findings related to the post-school employment, education, and independent living…

  16. Under Match and the Community College Student

    ERIC Educational Resources Information Center

    Handel, Stephen J.

    2014-01-01

    This article defines the term "under matching" as the behavior in which mostly less-affluent, highly qualified high school graduates choose not to enroll at an institution that matches their qualifications--behavior which threatens their chances of earning a degree. The supporting research--rigorous, compelling, and…

  17. How Does the Hawaii High School Assessment Measure Up? A Comparison of the 2005 Grade 10 Hawaii State Assessment in Reading and Mathematics with High School Graduation Exams from Other States

    ERIC Educational Resources Information Center

    Achieve, Inc., 2007

    2007-01-01

    At the request of the Hawaii Department of Education, Achieve conducted a study of Hawaii's 2005 grade 10 State Assessment in reading and mathematics. The study compared the content, rigor and passing (meets proficiency) scores on Hawaii's assessment with those of the six states that participated in Achieve's earlier study, "Do Graduation…

  18. How the Racial and Socioeconomic Composition of Schools and Classrooms Contributes to Literacy, Behavioral Climate, Instructional Organization and High School Graduation Rates. Research Brief No. 2. Updated

    ERIC Educational Resources Information Center

    Eaton, Susan

    2011-01-01

    This is the second in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, "Teachers College Record," edited by Professors…

  19. Teachers' Perceptions of Kindergarten Readiness Indicators

    ERIC Educational Resources Information Center

    Boylan, Tronya E.

    2017-01-01

    The study of school readiness is multifaceted, encompassing an understanding of many developmental areas and skills. In the current educational culture of high-stakes testing, increased rigor, and high learning expectations, parents may be concerned about a child's readiness to begin kindergarten. With increased accountability, teachers may also…

  20. An Examination of High-Achieving First-Generation College Students from Low-Income Backgrounds

    ERIC Educational Resources Information Center

    Hébert, Thomas P.

    2018-01-01

    Experiences of 10 high-achieving first-generation college students from low-income backgrounds were the focus of this qualitative research study. Family adversity and difficult personal experiences during adolescence were major themes; however, students benefitted from emotionally supportive K-12 educators and academic rigor in high school.…

  1. Co-Occurrence of ADHD and High IQ: A Case Series Empirical Study

    ERIC Educational Resources Information Center

    Cordeiro, Mara L.; Farias, Antonio C.; Cunha, Alexandre; Benko, Cassia R.; Farias, Lucilene G.; Costa, Maria T.; Martins, Leandra F.; McCracken, James T.

    2011-01-01

    Objective: The validity of a diagnosis of ADHD in children with a high intelligence quotient (IQ) remains controversial. Using a multidisciplinary approach, rigorous diagnostic criteria, and worldwide-validated psychometric instruments, we identified a group of children attending public schools in southern Brazil for co-occurrence of high IQ and…

  2. Examining Students' Math Course-Taking and Educational Outcomes in the Garden Grove Unified School District (Year 1). Issue Brief

    ERIC Educational Resources Information Center

    Biag, Manuelito; Williams, Imeh

    2014-01-01

    Research demonstrates that students' success in rigorous middle and high school math courses is positively associated with their admission to college, earnings later in life, and career prospects. The sequential nature of math course-taking, however, can create an opportunity structure that puts certain students at a disadvantage, specifically…

  3. Are Boys Discriminated in Swedish High Schools?

    ERIC Educational Resources Information Center

    Hinnerich, Bjorn Tyrefors; Hoglin, Erik; Johannesson, Magnus

    2011-01-01

    Girls typically have higher grades than boys in school and recent research suggests that part of this gender difference may be due to discrimination of boys in grading. We rigorously test this in a field experiment where a random sample of the same tests in the Swedish language is subject to blind and non-blind grading. The non-blind test score is…

  4. Teachers in the Workplace: A Staff Development Approach That Benefits Faculty and Students. Site Development Guide #8. High Schools That Work.

    ERIC Educational Resources Information Center

    Southern Regional Education Board, Atlanta, GA.

    Teachers who get an "inside look" at business and industry through internships and summer jobs are much better equipped to prepare their students for the rigors of the workplace and postsecondary education. Teacher internships followed by the revision of course content, instructional plans, and assessment strategies can change school and…

  5. The Ed.D. Program at the University of Illinois at Chicago: Using Continuous Improvement to Promote School Leadership Preparation

    ERIC Educational Resources Information Center

    Cosner, Shelby; Tozer, Steve; Smylie, Mark

    2012-01-01

    This article describes the process of replacing a modest Master's level school leader preparation program with an innovative Ed.D. program at the University of Illinois at Chicago (UIC). The new doctoral program is intensive, highly selective, intellectually rigorous, and field-based. The authors provide side-by-side comparisons of the difference…

  6. Supporting Excellence: A Framework for Developing, Implementing, and Sustaining a High-Quality District Curriculum. First Edition

    ERIC Educational Resources Information Center

    Council of the Great City Schools, 2017

    2017-01-01

    In the ongoing effort to improve instructional standards in our nation's urban public schools, the Council of the Great City Schools has released resources to help districts determine the quality and alignment of instructional materials at each grade level; to ensure that materials for English language learners are rigorous and aligned to district…

  7. 77 FR 45471 - White House Initiative on Educational Excellence for African Americans

    Federal Register 2010, 2011, 2012, 2013, 2014

    2012-08-01

    ... safe and healthy environments, and have access to high-level, rigorous course work and support services...-rounded education in safe and healthy environments, as well as access to support services, which will... system. African Americans lack equal access to highly effective teachers and principals, safe schools...

  8. Pediatric Issues in Sports Concussions

    PubMed Central

    Giza, Christopher C.

    2014-01-01

    Purpose of Review: Sports-related concussions are receiving increasing attention in both the lay press and medical literature. While most media attention has been on high-profile collegiate or professional athletes, the vast majority of individuals participating in contact and collision sports are adolescents and children. This review provides a practical approach toward youth sports-related concussion with a foundation in the recent guidelines, but including specific considerations when applying these management principles to children and adolescents. Recent Findings: Objective measurement of early signs and symptoms is challenging in younger patients, and many commonly used assessment tools await rigorous validation for younger patients. Excellent evidence-based guidelines exist for CT evaluation of mild traumatic brain injury presenting to the emergency department. Evidence suggests that recovery from sports-related concussion takes longer in high school athletes compared with collegiate or professionals; however, rigorous studies below high school age are still lacking. Summary: Proper care for concussion in youth requires a delicate balance of clinical skills, age-appropriate assessment, and individualized management to achieve optimal outcomes. PMID:25470161

  9. Expanding Opportunities for High Academic Achievement: An International Baccalaureate Diploma Program in an Urban High School

    ERIC Educational Resources Information Center

    Mayer, Anysia P.

    2008-01-01

    Students of color are consistently underrepresented in honors and gifted programs nationwide, and even high-achieving students share many of the risk factors with their low-achieving peers. The study presented in this paper employed mixed methods to investigate the relationship between the design of a rigorous college preparatory program, the…

  10. The Effect of a Zoo-Based Experiential Academic Science Program on High School Students' Math and Science Achievement and Perceptions of School Climate

    NASA Astrophysics Data System (ADS)

    Mulkerrin, Elizabeth A.

    The purpose of this study was to determine the effect of an 11th-grade and 12th-grade zoo-based academic high school experiential science program compared to a same school-district school-based academic high school experiential science program on students' pretest and posttest science, math, and reading achievement, and student perceptions of program relevance, rigor, and relationships. Science coursework delivery site served as the study's independent variable for the two naturally formed groups representing students (n = 18) who completed a zoo-based experiential academic high school science program and students (n = 18) who completed a school-based experiential academic high school science program. Students in the first group, a zoo-based experiential academic high school science program, completed real world, hands-on projects at the zoo while students in the second group, those students who completed a school-based experiential academic high school science program, completed real world, simulated projects in the classroom. These groups comprised the two research arms of the study. Both groups of students were selected from the same school district. The study's two dependent variables were achievement and school climate. Achievement was analyzed using norm-referenced 11th-grade pretest PLAN and 12th-grade posttest ACT test composite scores. Null hypotheses were rejected in the direction of improved test scores for both science program groups---students who completed the zoo-based experiential academic high school science program (p < .001) and students who completed the school-based experiential academic high school science program (p < .001). The posttest-posttest ACT test composite score comparison was not statistically different ( p = .93) indicating program equipoise for students enrolled in both science programs. No overall weighted grade point average score improvement was observed for students in either science group, however, null hypotheses were rejected in the direction of improved science grade point average scores for 11th-grade (p < .01) and 12th-grade (p = .01) students who completed the zoo-based experiential academic high school science program. Null hypotheses were not rejected for between group posttest science grade point average scores and school district criterion reference math and reading test scores. Finally, students who completed the zoo-based experiential academic high school science program had statistically improved pretest-posttest perceptions of program relationship scores (p < .05) and compared to students who completed the school-based experiential academic high school science program had statistically greater posttest perceptions of program relevance (p < .001), perceptions of program rigor (p < .001), and perceptions of program relationships (p < .001).

  11. 34 CFR 645.6 - What definitions apply to the Upward Bound Program?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

  12. 34 CFR 645.6 - What definitions apply to the Upward Bound Program?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

  13. 34 CFR 645.6 - What definitions apply to the Upward Bound Program?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

  14. 34 CFR 645.6 - What definitions apply to the Upward Bound Program?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ..., chemistry, and physics. (iv) Three years of social studies. (v) One year of a language other than English... by the individual's State. Rigorous secondary school program of study means a program of study that... recognized as a rigorous secondary school program of study by the Secretary through the process described in...

  15. The Correlation between Rigor and Relevance Using Pedagogical or Andragogical Instructional Methods in American Business Schools

    ERIC Educational Resources Information Center

    Roldan, Alberto

    2010-01-01

    The purpose of this study was to examine and document whether there is a correlation between relevance (applicability) focused courses and rigor (scholarly research) focused courses with pedagogical instructional methods or andragogical instructional methods in undergraduate business schools, and how it affects learning behavior and final course…

  16. High School Economic Composition and College Persistence.

    PubMed

    Niu, Sunny X; Tienda, Marta

    2013-02-01

    Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from four-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in two-year colleges have higher transfer rates to four-year institutions; however these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches.

  17. High School Economic Composition and College Persistence

    PubMed Central

    Tienda, Marta

    2013-01-01

    Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from four-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in two-year colleges have higher transfer rates to four-year institutions; however these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. PMID:23459198

  18. Preparing Citizens for Multicultural Democracy in a U.S. History Class

    ERIC Educational Resources Information Center

    DiCamillo, Lorrei; Pace, Judith L.

    2010-01-01

    The authors extend the literature on multicultural democratic citizenship education (Marri, 2005) with a case study about how a highly esteemed high school teacher involved a heterogeneous group of students in a rigorous, engaging, critical study of U.S. History. Mr. Scott's teaching was noteworthy in its community building, thorough disciplinary…

  19. A Ninth Grade Student Transition Model: A Study of Student Perceptions Related to Rigor, Relevancy, and Relationships within a Ninth Grade Transitional Program

    ERIC Educational Resources Information Center

    Shimp, Timothy M.

    2017-01-01

    This descriptive case study is a qualitative investigation into the perceptions of tenth grade students who experienced a ninth-grade transitional model high school academy within a large PreK-12 suburban school district. Specifically, this study provided the opportunity to examine the success of one Ninth Grade Academy, identify areas of concern…

  20. Classroom Talk for Rigorous Reading Comprehension Instruction

    ERIC Educational Resources Information Center

    Wolf, Mikyung Kim; Crosson, Amy C.; Resnick, Lauren B.

    2004-01-01

    This study examined the quality of classroom talk and its relation to academic rigor in reading-comprehension lessons. Additionally, the study aimed to characterize effective questions to support rigorous reading comprehension lessons. The data for this study included 21 reading-comprehension lessons in several elementary and middle schools from…

  1. Proficient vs. Prepared: Disparities between State Tests and the 2013 National Assessment of Educational Progress (NAEP)

    ERIC Educational Resources Information Center

    Achieve, Inc., 2015

    2015-01-01

    Today's economy demands that all young people develop high-level literacy, quantitative reasoning, problem solving, communication, and collaboration skills, all grounded in a rigorous and content-rich K-12 curriculum. Acquiring these skills ensures that high school graduates are academically prepared to pursue the future of their choosing.…

  2. Out of Many, One: Toward Rigorous Common Core Standards From the Ground Up

    ERIC Educational Resources Information Center

    Achieve, Inc., 2008

    2008-01-01

    For the first time in the history of American education, educators and policymakers are setting their sights on reaching the goal of preparing all students graduating from high school to meet the requirements of postsecondary education, professional careers and effective citizenship. The 2004 report, "Ready or Not: Creating a High School…

  3. Advanced Career (AC) Curricula: Teachers and Students Enthusiastic about Challenging, Project-Based Courses

    ERIC Educational Resources Information Center

    Southern Regional Education Board (SREB), 2013

    2013-01-01

    To keep pace with accelerating technology and workplace expectations, high school and technology center students need access to high-level programs and courses that open the doors to further education and careers. The Southern Regional Education Board (SREB) and nine states have launched a far-reaching program to provide rigorous and relevant…

  4. Using High Speed Smartphone Cameras and Video Analysis Techniques to Teach Mechanical Wave Physics

    ERIC Educational Resources Information Center

    Bonato, Jacopo; Gratton, Luigi M.; Onorato, Pasquale; Oss, Stefano

    2017-01-01

    We propose the use of smartphone-based slow-motion video analysis techniques as a valuable tool for investigating physics concepts ruling mechanical wave propagation. The simple experimental activities presented here, suitable for both high school and undergraduate students, allows one to measure, in a simple yet rigorous way, the speed of pulses…

  5. Interventions Using Regular Activities to Engage High-Risk School-Age Youth: a Review of After-School Programs in Latin America and the Caribbean.

    PubMed

    Cid, Alejandro

    2017-10-01

    In this paper, I review an issue that is an urgent challenge in the development field-the effectiveness of after-school programs for preventing school-age youth violence in vulnerable settings in Latin American and the Caribbean. These programs have proliferated in the region and include sports, recreation, music, tutoring, and other focused activities. Given their popularity and because they target known risk factors for violence (such as drop-out from school, poor academic performance, lack of motivation, too much idle time, low quality and quantity of adult supervision, and social isolation), it is critical to examine empirically whether they can be effective prevention strategies. Unfortunately, most rigorous trials of after-school interventions to prevent youth violence have been conducted in developed countries, with far fewer in Latin America. In this review, a broad range of databases was searched systematically. Only six studies in five Latin American and Caribbean countries were identified. Reported results indicate at least some benefits for youth behavior, although not across all youth. Additional concerns regarding how these programs are implemented and whether specific components can be tied to violence prevention are noted. The need for more rigorous evaluation of these programs is noted.

  6. Reducing Dropout Rates through Expanded Learning Opportunities. Issue Brief

    ERIC Educational Resources Information Center

    Harris, Laura; Princiotta, Daniel

    2009-01-01

    Expanded learning opportunities (ELOs), which include afterschool, summer learning, and extended day and extended year programs, can help states reduce dropout rates and increase graduation rates. Effective elementary, middle, and high school ELOs support academic rigor, boost student engagement, and provide students with supportive relationships.…

  7. Latino Student Success in Oregon High Schools

    ERIC Educational Resources Information Center

    Peterson, Deborah S.

    2011-01-01

    The public educational system has failed to adjust practices, policies, and procedures to ensure systematic, equitable access to a rigorous education for all youth, including those from diverse linguistic and racial backgrounds (Delpit, 1995; G. Gay, 2010; hooks, 1994; Ladson-Billings, 1994; Lindsey, Roberts, & Campbelljones, 2005; Nieto,…

  8. Reducing School Mobility: A Randomized Trial of a Relationship-Building Intervention

    PubMed Central

    Fiel, Jeremy E.; Haskins, Anna R.; López Turley, Ruth N.

    2013-01-01

    Student turnover has many negative consequences for students and schools, and the high mobility rates of disadvantaged students may exacerbate inequality. Scholars have advised schools to reduce mobility by building and improving relationships with and among families, but such efforts are rarely tested rigorously. A cluster-randomized field experiment in 52 predominantly Hispanic elementary schools in San Antonio, TX, and Phoenix, AZ, tested whether student mobility in early elementary school was reduced through Families and Schools Together (FAST), an intervention that builds social capital among families, children, and schools. FAST failed to reduce mobility overall but substantially reduced the mobility of Black students, who were especially likely to change schools. Improved relationships among families help explain this finding. PMID:25346541

  9. School Obesity Prevention Policies and Practices in Minnesota and Student Outcomes: A Longitudinal Cohort Study.

    PubMed

    Nanney, Marilyn S; MacLehose, Richard F; Kubik, Martha Y; Davey, Cynthia S; O'Connell, Michael J; Grannon, Katherine Y; Nelson, Toben F

    2016-11-01

    The School Obesity-related Policy Evaluation (ScOPE) Study uses existing public surveillance data and applies a rigorous study design to evaluate effectiveness of school policies and practices impacting student behavioral and weight outcomes. The ScOPE Study used a cohort of 50 combined junior-senior and high schools in Minnesota to evaluate the change in weight-related policy environments in 2006 and 2012 and test the effect of policy change on students attending those schools in 2007 and 2013. Exposure variables included school practices about foods and beverages available in school vending machines and school stores, physical education requirements, and intramural opportunities. Primary study outcomes were average school-level ninth grade student BMI percentile, obesity prevalence, daily servings of fruits/vegetables, and daily glasses of soda. Availability of fruits/vegetables in schools was associated with a significant increase in total daily intake among ninth grade students by 0.4 servings. Availability of soda in schools was associated with a significant increase in total daily intake among ninth grade boys by 0.5 servings. Less-healthy snack and drink availability in schools was associated with a small, significant increase (1%) in student BMI percentile at the school level. Use of a school-level longitudinal cohort study design over a 6-year period uniquely adds to the methodologic rigor of school policy and practice evaluation studies. The ScOPE Study provides marginal evidence that school policies and practices, especially those that restrict vending and school store offerings, may have small effects on weight status among ninth grade students. Copyright © 2016 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  10. Learning Extrema Problems Using a Non-Differential Approach in a Digital Dynamic Environment: The Case of High-Track yet Low-Achievers

    ERIC Educational Resources Information Center

    Dvir, Assaf; Tabach, Michal

    2017-01-01

    High schools commonly use a differential approach to teach minima and maxima geometric problems. Although calculus serves as a systematic and powerful technique, this rigorous instrument might hinder students' ability to understand the behavior and constraints of the objective function. The proliferation of digital environments allowed us to adopt…

  11. Solving America's Math Problem

    ERIC Educational Resources Information Center

    Vigdor, Jacob

    2013-01-01

    Concern about students' math achievement is nothing new, and debates about the mathematical training of the nation's youth date back a century or more. In the early 20th century, American high-school students were starkly divided, with rigorous math courses restricted to a college-bound elite. At midcentury, the "new math" movement sought,…

  12. Navigating College

    ERIC Educational Resources Information Center

    Arum, Richard

    2016-01-01

    Students moving from high school to college in the United States typically confront a bewildering set of largely unstructured options. In the absence of clear signals about how to get the most out of college, they often choose pathways that involve limited academic rigor and engagement. In this article, Richard Arum describes a study that followed…

  13. Evidence on the Returns to Secondary Vocational Education

    ERIC Educational Resources Information Center

    Meer, Jonathan

    2007-01-01

    Vocational education in high schools has frequently been stigmatized as an anachronistic, dead-end path for students. We use data from the National Education Longitudinal Survey of 1988 to examine claims that students on a vocational track would benefit from a more academically rigorous education. Clearly, selection bias confounds attempts to…

  14. To the Critics, the Spoils.

    ERIC Educational Resources Information Center

    Harris, Rick

    1995-01-01

    In a partnership between several tool companies and vocational high schools, students in construction technology classes give new products a fair and rigorous workout at a fraction of the cost of focus groups. The process allows companies to expose their products to students who, in turn, provide critical evaluation of the tools. (JOW)

  15. Leading Common Core Implementation

    ERIC Educational Resources Information Center

    Holliday, Terry; Smith, Felicia C.

    2012-01-01

    Kentucky is no stranger to education reform, having worked for the better part of 20 years on raising standards to improve student achievement. In 2009, the Kentucky General Assembly called for more rigorous standards to address high school graduates' college and career readiness. So when the National Governors Association and the Council of Chief…

  16. Cookies and Pi

    ERIC Educational Resources Information Center

    Dempsey, Michael

    2009-01-01

    If students are in an advanced mathematics class, then at some point they enjoyed mathematics and looked forward to learning and practicing it. There is no reason that this passion and enjoyment should ever be lost because the subject becomes more difficult or rigorous. This author, who teaches advanced precalculus to high school juniors,…

  17. 75 FR 35893 - Office of Elementary and Secondary Education Overview Information; Smaller Learning Communities...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2010-06-23

    ... academic achievement in large public high schools. These smaller units include freshman academies, multi... academic supports to help students succeed in rigorous academic courses; (4) Deliver comprehensive guidance and academic advising to students and their parents that includes assistance in selecting courses and...

  18. Create a College Access Contract

    ERIC Educational Resources Information Center

    Dannenberg, Michael

    2007-01-01

    America's financial aid system provides too much taxpayer support to banks making college loans, demands too little of students assuming them, and burdens families with too much debt. The system fails to reward rigorous college-preparatory work in high school and penalizes students who hold jobs while in college. Lenders make extraordinary…

  19. Research Says…/High-Stakes Testing Narrows the Curriculum

    ERIC Educational Resources Information Center

    David, Jane L.

    2011-01-01

    The current rationale for standards-based reform goes like this: If standards are demanding and tests accurately measure achievement of those standards, then curriculum and instruction will become richer and more rigorous. By attaching serious consequences to schools that fail to increase test scores, U.S. policymakers believe that educators will…

  20. Texas Scholars: Successful Partnerships and Linkages.

    ERIC Educational Resources Information Center

    Johnson, William L.; Randolph, Joe; Devilbiss, Charles; Johnson, Annabel M.

    The Texas Scholars Program uses business and community involvement to motivate middle- and lower-ranked high school students to take and complete a rigorous academic curriculum to prepare them for the labor market or postsecondary education. The paper examines variables such as staff development, community involvement, support from the central…

  1. Predictors of Bachelor's Degree Completion among Rural Students at Four-Year Institutions

    ERIC Educational Resources Information Center

    Byun, Soo-yong; Irvin, Matthew J.; Meece, Judith L.

    2012-01-01

    Using the National Education Longitudinal Study, this study explored various factors that predicted bachelor's degree attainment among rural youth attending a four-year institution. Results showed that Hispanic origin, family income, parental educational expectations, the rigor of the high school curriculum, timing and intensity of college…

  2. Career Academies. What Works Clearinghouse Intervention Report. Updated September 2015

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2015

    2015-01-01

    "Career Academies" is a dropout prevention strategy for youth considered most at risk of dropping out of high school. Students in the program take both career-related and academic courses and acquire work experience through partnerships with local employers. "Career Academies" integrate rigorous academic curricula with career…

  3. Credentialing high school psychology teachers.

    PubMed

    Weaver, Kenneth A

    2014-09-01

    The National Standards for High School Psychology Curricula (American Psychological Association, 2013b) require a teacher with considerable psychology content knowledge to teach high school psychology courses effectively. In this study, I examined the initial teaching credential requirements for high school psychology teachers in the 50 states plus the District of Columbia. Thirty-four states (the District of Columbia is included as a state) require the social studies credential to teach high school psychology. An analysis of the items on standardized tests used by states to validate the content knowledge required to teach social studies indicates little or no presence of psychology, a reflection of psychology's meager presence in the social studies teacher preparation curricula. Thus, new teachers with the social studies teaching credential are not prepared to teach high school psychology according to the National Standards. Approval of The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (National Council for the Social Studies, 2013) presents an opportunity to advocate for establishing a psychology credential in the 34 states. (c) 2014 APA, all rights reserved.

  4. A comparative case study of the characteristics of science, technology, engineering, and mathematics (STEM) focused high schools

    NASA Astrophysics Data System (ADS)

    Scott, Catherine Elizabeth

    This study examined the characteristics of 10 science, technology, engineering, and mathematics (STEM) focused high schools. A comparative case designed was used to identify key components of STEM school designs. Schools were selected from various regions across the United States. Data collected included websites, national statistics database, standardized test scores, interviews and published articles. Results from this study indicate that there is a variety of STEM high school programs designed to increase students' ability to pursue college degrees in STEM fields. The school mission statements influence the overall school design. Students at STEM schools must submit an application to be admitted to STEM high schools. Half of the STEM high schools used a lottery system to select students. STEM high schools have a higher population of black students and a lower population of white and Hispanic students than most schools in the United States. They serve about the same number of economically disadvantaged students. The academic programs at STEM high schools are more rigorous with electives focused on STEM content. In addition to coursework requirements, students must also complete internships and/or a capstone project. Teachers who teach in STEM schools are provided regularly scheduled professional development activities that focus on STEM content and pedagogy. Teachers provide leadership in the development and delivery of the professional development activities.

  5. Misfortunes of War. Press and Public Reactions to Civilian Deaths in Wartime

    DTIC Science & Technology

    2006-01-01

    Although declines in reporting were evident even before the incident, the shootings at Columbine High School in Littleton, Colorado, on April 20...RAND mono- graphs undergo rigorous peer review to ensure high standards for research quality and objectivity. Prepared for the United States Air Force...189 5.13. High -Altitude Diagram Used by MG McChrystal. . . . . . . . . . . . 193 5.14. Reporting on Civilian Casualties, Marketplace Incident

  6. Effective Recruitment of Schools for Randomized Clinical Trials: Role of School Nurses.

    PubMed

    Petosa, R L; Smith, L

    2017-01-01

    In school settings, nurses lead efforts to improve the student health and well-being to support academic success. Nurses are guided by evidenced-based practice and data to inform care decisions. The randomized controlled trial (RCT) is considered the gold standard of scientific rigor for clinical trials. RCTs are critical to the development of evidence-based health promotion programs in schools. The purpose of this article is to present practical solutions to implementing principles of randomization to RCT trials conducted in school settings. Randomization is a powerful sampling method used to build internal and external validity. The school's daily organization and educational mission provide several barriers to randomization. Based on the authors' experience in conducting school-based RCTs, they offer a host of practical solutions to working with schools to successfully implement randomization procedures. Nurses play a critical role in implementing RCTs in schools to promote rigorous science in support of evidence-based practice.

  7. Closing the Expectations Gap: 2014 Annual Report on the Alignment of State K-12 Policies and Practice with the Demands of College and Careers

    ERIC Educational Resources Information Center

    Achieve, Inc., 2015

    2015-01-01

    Today's economy demands that "all" young people develop high-level literacy, quantitative reasoning, problem solving, communication and collaboration skills, all grounded in a rigorous, content-rich K-12 curriculum. Acquiring this knowledge and these skills ensures that high school graduates are academically prepared to pursue the…

  8. Social Networking Phenomena in the First-Year Experience

    ERIC Educational Resources Information Center

    Corwin, Jay R.; Cintron, Rosa

    2011-01-01

    The transition from high school to college is never an easy process. New freedoms and new independence provides for an exciting first year. There is no debate as to the importance of starting college off well. However, juggling these new opportunities with increased academic rigor is not an easy process. Several authors have described the…

  9. Exemplary Instruction in the Middle Grades: Teaching That Supports Engagement and Rigorous Learning

    ERIC Educational Resources Information Center

    Lapp, Diane, Ed.; Moss, Barbara, Ed.

    2011-01-01

    Offering fresh alternatives to common instructional practices that fail to get results, this accessible, highly practical guide highlights ways to motivate middle school students while enhancing content-area learning. Each chapter features an enlightening case study of a teacher whose current strategies are not supported by research; describes…

  10. New Beginnings: Using Federal Title I Funds to Support Local Pre-K Efforts. Federal Policy Series

    ERIC Educational Resources Information Center

    Gayl, Chrisanne L.; Young, Marci; Patterson, Kathy

    2009-01-01

    High-quality, voluntary pre-kindergarten has emerged as an important policy to improve the nation's education system. Based on strong evidence from rigorous longitudinal research and recent program evaluations, reform-minded principals, superintendents, school board members and other leaders have embraced early education as an effective strategy…

  11. Career Academies. What Works Clearinghouse Intervention Report

    ERIC Educational Resources Information Center

    What Works Clearinghouse, 2006

    2006-01-01

    "Career Academies" were developed more than 30 years ago as a drop-out prevention strategy and targeted youth considered most at risk of dropping out of high school. More recently, "Career Academies" have broadened the kinds of students they serve, consistent with efforts to integrate rigorous academic curricula with career themes and to attract…

  12. Integrating Pharmacology Topics in High School Biology and Chemistry Classes Improves Performance

    ERIC Educational Resources Information Center

    Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

    2003-01-01

    Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g.,…

  13. The Youth Diversity Acceptance Scale: Development and Validity

    ERIC Educational Resources Information Center

    Beck, Kara L.; Acevedo-Polakovich, Ignacio D.; Lyons, Eileen; Estevez, Jessica; Sevecke, Jessica R.; Rossman, Danielle L.; Barnett, Miya L.; Fisher, Heidi R.

    2018-01-01

    To facilitate rigorous research on community programs to promote positive intergroup relations among youth, 2 studies were conducted to establish the psychometric properties of the Youth Diversity Acceptance Scale (YoDA). In Study 1, a unifactorial structure was identified for the YoDA using data provided by 126 high school youth involved in a…

  14. Rigorous Tests of Student Outcomes in CTE Programs of Study: Final Report

    ERIC Educational Resources Information Center

    Castellano, Marisa; Sundell, Kirsten E.; Overman, Laura T.; Richardson, George B.; Stone, James R., III

    2014-01-01

    This study was designed to investigate the relationship between participation in federally mandated college and career-preparatory programs--known as programs of study (POS)--and high school achievement outcomes. POS are an organized approach to college and career readiness that offer an aligned sequence of courses spanning secondary and…

  15. TEACHING HARLEM STUDENTS IN A COLLEGE READINESS WORKSHOP.

    ERIC Educational Resources Information Center

    SHEPHERD, ANNE BARLOW

    THE COLLEGE READINESS WORKSHOP, SPONSORED AND SUPPORTED BY UNION SETTLEMENT, HARLEM, NEW YORK, IN 1964 AND 1965 SERVED 76 NEGRO AND PUERTO RICAN STUDENTS WHO HAD COMPLETED THE JUNIOR YEAR OF BENJAMIN FRANKLIN OR COMMERCE HIGH SCHOOLS. ITS PURPOSE WAS TO PROVIDE "ACADEMIC REENFORCEMENT" AND "RIGOROUS TRAINING IN ACADEMIC SKILLS AND TECHNIQUES" FOR…

  16. High School Health and Physical Education: Reinforcing the 3Rs

    ERIC Educational Resources Information Center

    Moore, John

    2009-01-01

    The ultimate goal of the education process should be to improve instruction and increase student learning. To effectively accomplish this would truly result in education reform. Therefore, the first step in bringing about education reform is to provide academic rigor, vocational relevance and curricula relationships in programs that students see…

  17. Sexual Harassment Victimization, School Belonging, and Depressive Symptoms Among LGBTQ Adolescents: Temporal Insights.

    PubMed

    Hatchel, Tyler; Espelage, Dorothy L; Huang, Yuanhong

    2017-06-15

    Peer victimization and the associated poor outcomes among lesbian, gay, bisexual, transgender, and questioning (LGBTQ) youth have been the focus of countless studies. School climate is a factor that has garnered significant attention. Perceptions of school contexts may even be mechanisms that define how victimization relates to poor outcomes. However, there is a lack of rigorous scholarship that could demonstrate directionality and therefore further augment our understanding of these relations. Specifically, it is not clear if victimization is strictly an antecedent to mental health issues like depressive symptoms. This longitudinal study examined the associations among sexual harassment victimization, school belonging, and depressive symptoms among LGBTQ high school students (n = 404). Self-report measures were completed at 3 time points across 3 school years in 6 Midwest high schools. Structural equation modeling indicated that peer victimization was an antecedent to depressive symptoms, and that school belonging mediated the association. Implications and future directions are discussed. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  18. Bridging the gap with a duel-credit Earth Science course

    NASA Astrophysics Data System (ADS)

    Van Norden, W.

    2011-12-01

    College-bound high school students rarely have any exposure to the Earth Sciences. Earth Science may be offered to Middle School students. What is offered in High School, however, is usually a watered-down course offered to the weakest students. Meanwhile, our best and brightest students are steered towards biology, chemistry, and physics, what most schools consider the "real sciences". As a direct result, our population is not literate in the Earth Sciences and few students choose to study the Earth Science in college. One way to counteract this trend is to offer a rigorous capstone Earth Science course to High School Juniors and Seniors. Offering a course does not guarantee enrollment, however. Top science students are too busy taking Advanced Placement courses to consider a non-AP course. For that reason, the best way to lure top students into studying Earth Science is to create a duel-credit course, for which students receive both high school and college credit. A collaboration between high school teachers and college professors can result in a quality Earth Science course that bridges the huge gap that now exists between middle school science and college Earth Science. Harvard-Westlake School has successfully offered a duel-credit course with UCLA, and has created a model that can be used by other schools.

  19. 34 CFR 643.22 - How does the Secretary evaluate prior experience?

    Code of Federal Regulations, 2012 CFR

    2012-07-01

    ... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

  20. 34 CFR 643.22 - How does the Secretary evaluate prior experience?

    Code of Federal Regulations, 2013 CFR

    2013-07-01

    ... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

  1. 34 CFR 643.22 - How does the Secretary evaluate prior experience?

    Code of Federal Regulations, 2011 CFR

    2011-07-01

    ... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

  2. 34 CFR 643.22 - How does the Secretary evaluate prior experience?

    Code of Federal Regulations, 2014 CFR

    2014-07-01

    ... school enrollment of participants. (3) (3 points) Secondary school graduation (regular secondary school diploma). Whether the applicant met or exceeded its objective regarding the graduation of participants... standard number of years. (4) (1.5 points) Secondary school graduation (rigorous secondary school program...

  3. Rules for New College-Aid Program Outlined

    ERIC Educational Resources Information Center

    Davis, Michelle R.

    2006-01-01

    The Department of Education's May 2, 2006 announcement of a variety of methods that high schools may use to provide a "rigorous" curriculum to allow low-income graduates to qualify for a new federal college-grant program was welcome news to those who had feared that the government's reach into the classroom was too expansive. Students who complete…

  4. Using a Classroom Response System to Improve Multiple-Choice Performance in AP[R] Physics

    ERIC Educational Resources Information Center

    Bertrand, Peggy

    2009-01-01

    Participation in rigorous high school courses such as Advanced Placement (AP[R]) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and…

  5. Time to Give CTE What It Deserves -- R-E-S-P-E-C-T

    ERIC Educational Resources Information Center

    Gammill, Deidra M.

    2015-01-01

    A former English teacher becomes a Teacher Academy instructor in a high school career and technical education department and learns of the bias against CTE [career-technical education] programs and students, which are stigmatized for supposedly lacking rigor and strong students. Such perceptions are outmoded, the author says, because CTE is much…

  6. The Validity of the Academic Rigor Index (ARI) for Predicting FYGPA. Research Report 2012-5

    ERIC Educational Resources Information Center

    Mattern, Krista D.; Wyatt, Jeffrey N.

    2012-01-01

    A recurrent trend in higher education research has been to identify additional predictors of college success beyond the traditional measures of high school grade point average (HSGPA) and standardized test scores, given that a large percentage of unaccounted variance in college performance remains. A recent study by Wyatt, Wiley, Camara, and…

  7. Changes in the Cognitive Complexity of English Instruction: The Moderating Effects of School and Classroom Characteristics

    ERIC Educational Resources Information Center

    Polikoff, Morgan S.; Struthers, Kathryn

    2013-01-01

    Background/Context: A central aim of standards-based reform is to close achievement gaps by raising academic standards for all students. Rigorous standards coupled with aligned assessments will purportedly improve student opportunity to learn through high-quality, aligned instruction. After 10 years of No Child Left Behind (NCLB), the impact of…

  8. Advantages and Disadvantages of Weighted Grading. Research Brief

    ERIC Educational Resources Information Center

    Walker, Karen

    2004-01-01

    What are the advantages and disadvantages of weighted grading? The primary purpose of weighted grading has been to encourage high school students to take more rigorous courses. This effort is then acknowledged by more weight being given to the grade for a specified class. There are numerous systems of weighted grading cited in the literature from…

  9. The Effect of Implementing Instructional Coaching with Digital Learning on High School Math and Science

    ERIC Educational Resources Information Center

    McKaveney, Edward W.

    2017-01-01

    A number of national directives and successful case studies, focus on the need for change in teaching and learning, particularly emphasizing increasingly rigorous STEM learning tied to the use of ICT and digital tools for technological literacy and future workforce development. This action research study investigated the role of instructional…

  10. Teaching Thoughtfully "With" and "About" Film

    ERIC Educational Resources Information Center

    Stoddard, Jeremy

    2014-01-01

    Upon entering the social studies hallway in any middle or high school in the United States, you are likely to hear the sounds of a film or video emanating from at least one classroom. Though often perceived as a medium for low-level intellectual work, recent research has documented an increasing array of authentic and rigorous pedagogy with films.…

  11. Bridging Gaps and Preserving Memories through Oral History Research and Writing

    ERIC Educational Resources Information Center

    Dayton-Wood, Amy; Hammonds, Laren; Matherson, Lisa; Tollison, Leah

    2012-01-01

    In spring of 2010, three high school teachers and their students paired with a college teacher and her advanced writing class to collaborate on oral history research and writing. While many people think of oral history as "just stories," the authors introduce it to students as a rigorous method for documenting historical events, cultural…

  12. Can High School Assessments Predict Developmental Education Enrollment in New Mexico?

    ERIC Educational Resources Information Center

    Weldon, Tyler L.

    2013-01-01

    Thousands of American's enter postsecondary institutions every year and many are under prepared for college-level work. Subsequently, students enroll in or are placed in remedial courses in preparation for the rigor of college level classes. Numerous studies have looked at the impact of developmental course work on student outcomes, but few focus…

  13. A Case Study Analysis of One Suburban High School's College Preparation Program

    ERIC Educational Resources Information Center

    Pound, Sandra R.

    2011-01-01

    Research shows that students who take a certain core curriculum are better prepared for college than those students who do not; however, data indicate that taking core courses is not enough: Teachers must assign greater rigor in all courses they teach, especially courses needed for college (Schmeiser, 2007). As early as 1983 the National…

  14. "I Am Asking the Scope of the Paper": Negative Washback and Examination (Under)Preparedness in South Africa

    ERIC Educational Resources Information Center

    Hove, Muchativugwa Liberty; Hlatshwayo, Abigail

    2015-01-01

    University education has been massified in South Africa and this has disrupted conventions and practices of assessment. Universities are perceived as promoting complex achievements and complex skills through rigorous curriculum specifications and assessment instruments. Due to experiences in high school and the novelty of university education,…

  15. Predicting SAT Performance from Advanced Course Content and Timing of Matriculation

    ERIC Educational Resources Information Center

    Patterson, Jonathan Sparks

    2012-01-01

    As record numbers of students are applying to selective colleges and universities, students are attempting to set themselves apart from their peers by taking rigorous advanced courses in high school. The race for improving a student's academic record has resulted in more and more students taking these courses earlier and earlier in their high…

  16. With Rigor for All: Teaching the Classics to Contemporary Students.

    ERIC Educational Resources Information Center

    Jago, Carol

    This book challenges the current penchant in United States education for "dumbing down" and anthologizing literature for secondary learners. The book provides a rationale for teaching the classics to all high school students. It offers a wealth of ways for English teachers to do what they yearn to do in their own classrooms: teach "the good…

  17. Implementing an Evidence-Based Instructional Routine to Enhance Comprehension of Expository Text

    ERIC Educational Resources Information Center

    Wexler, Jade; Reed, Deborah K.; Mitchell, Marisa; Doyle, Brie; Clancy, Erin

    2015-01-01

    To graduate from high school and become competitive in the workplace and other postsecondary endeavors, adolescents are required to meet rigorous standards, such as the Common Core State Standards. To meet such standards, teachers must teach students to read and make sense of increasingly complex content-area expository text. Secondary teachers,…

  18. Student and high-school characteristics related to completing a science, technology, engineering or mathematics (STEM) major in college

    NASA Astrophysics Data System (ADS)

    LeBeau, Brandon; Harwell, Michael; Monson, Debra; Dupuis, Danielle; Medhanie, Amanuel; Post, Thomas R.

    2012-04-01

    Background: The importance of increasing the number of US college students completing degrees in science, technology, engineering or mathematics (STEM) has prompted calls for research to provide a better understanding of factors related to student participation in these majors, including the impact of a student's high-school mathematics curriculum. Purpose: This study examines the relationship between various student and high-school characteristics and completion of a STEM major in college. Of specific interest is the influence of a student's high-school mathematics curriculum on the completion of a STEM major in college. Sample: The sample consisted of approximately 3500 students from 229 high schools. Students were predominantly Caucasian (80%), with slightly more males than females (52% vs 48%). Design and method: A quasi-experimental design with archival data was used for students who enrolled in, and graduated from, a post-secondary institution in the upper Midwest. To be included in the sample, students needed to have completed at least three years of high-school mathematics. A generalized linear mixed model was used with students nested within high schools. The data were cross-sectional. Results: High-school predictors were not found to have a significant impact on the completion of a STEM major. Significant student-level predictors included ACT mathematics score, gender and high-school mathematics GPA. Conclusions: The results provide evidence that on average students are equally prepared for the rigorous mathematics coursework regardless of the high-school mathematics curriculum they completed.

  19. Moving to higher ground: Closing the high school science achievement gap

    NASA Astrophysics Data System (ADS)

    Mebane, Joyce Graham

    The purpose of this study was to examine the perceptions of West High School constituents (students, parents, teachers, administrators, and guidance counselors) about the readiness and interest of African American students at West High School to take Advanced Placement (AP) and International Baccalaureate (IB) science courses as a strategy for closing the achievement gap. This case study utilized individual interviews and questionnaires for data collection. The participants were selected biology students and their parents, teachers, administrators, and guidance counselors at West High School. The results of the study indicated that just over half the students and teachers, most parents, and all guidance counselors thought African American students were prepared to take AP science courses. Only one of the three administrators thought the students were prepared to take AP science courses. Between one-half and two-thirds of the students, parents, teachers, and administrators thought students were interested in taking an AP science course. Only two of the guidance counselors thought there was interest among the African American students in taking AP science courses. The general consensus among the constituents about the readiness and interest of African American students at West High School to take IB science courses was that it is too early in the process to really make definitive statements. West is a prospective IB school and the program is new and not yet in place. Educators at the West High School community must find reasons to expect each student to succeed. Lower expectations often translate into lower academic demands and less rigor in courses. Lower academic demands and less rigor in courses translate into less than adequate performance by students. When teachers and administrators maintain high expectations, they encourage students to aim high rather than slide by with mediocre effort (Lumsden, 1997). As a result of the study, the following suggestions should be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.

  20. Experimental spectroscopy for the high-school Physics curriculum

    NASA Astrophysics Data System (ADS)

    Kinra, Rajeev; Karpetis, Adonios

    2008-11-01

    The present work explores the feasibility of including spectroscopic experiments in high-school physics curricula. Two experimental optics ``modules'' were constructed for this purpose: (a) a simple CCD detector, in combination with appropriate filters, was used for the measurement of solar spectra and the determination of the sun's surface temperature; (b) the same detector was used, in combination with a transmissive diffraction grating and some miniature optics, to form a spectrophotometer that can be used for the determination of spectra with high resolution. Both modules were designed and constructed with portability and low cost in mind, and their objective is to introduce experimental spectroscopy to high school students in an intriguing, educational and phase-appropriate manner without sacrificing scientific rigor. A large variety of experiments may be designed around the basic devices that were built during this work, and a number of possible examples will be presented, from research on plant phototropism to human color cognition.

  1. The Academic Performance of Catholic Schools.

    ERIC Educational Resources Information Center

    Morris, Andrew B.

    1994-01-01

    Although the (British) government's "league tables" may be an inappropriate method of comparing schools' relative effectiveness, analysis of the 1992 examination results points to Catholic schools' apparent success. A summary of the limited research evidence on Catholic school effectiveness suggests that a rigorous study of their…

  2. Innovative science within and against a culture of achievement

    NASA Astrophysics Data System (ADS)

    Carlone, Heidi B.

    2003-05-01

    As science educators struggle to reform science education, we need a better understanding of the conundrums associated with the ways educators enact innovative science within and against the academic, rigorous, and elite sociohistorical constructions of science. I ethnographically investigated the meanings of an innovative, reform-based curriculum (Active Physics) in various micro (classroom) and macro (school and community) contexts. I conducted the study in a high school serving primarily upper middle class students, the majority of whom (97%) planned to attend college. I explored how meanings of the curriculum transformed as the curriculum traveled across space and time. While certain aspects of the context enabled innovative science (e.g., support from the administration, pressure to serve a wider range of students), other aspects of the context constrained the potential of the curriculum (e.g., the need to establish for students, parents, and administrators the legitimacy of Active Physics as real and rigorous physics). Using practice theory to understand the influence of context and agency in shaping school science practice, this study demonstrates the potential for viewing meanings of science in local settings as partially fluid entities, sometimes reproducing and sometimes contesting sociohistorical legacies.

  3. Authorizers Are Not Monolithic on School Discipline: How Charter School Authorizers Differ in School Discipline Engagement

    ERIC Educational Resources Information Center

    Rausch, M. K.; Conlan, S. K.

    2016-01-01

    In theory, authorizers play an important role in decisions regarding charter schools and student discipline, as they are the bodies responsible for protecting the public interest, while balancing school autonomy and accountability. Within public education, a rigorous debate is occurring about student discipline practices, particularly suspensions…

  4. Prioritizing Elementary School Writing Instruction: Cultivating Middle School Readiness for Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Ciullo, Stephen; Mason, Linda

    2017-01-01

    Helping elementary students with learning disabilities (LD) prepare for the rigor of middle school writing is an instructional priority. Fortunately, several standards-based skills in upper elementary school and middle school overlap. Teachers in upper elementary grades, specifically fourth and fifth grades, have the opportunity to provide…

  5. A Review of Mixed Methods Research on Bullying and Peer Victimization in School

    ERIC Educational Resources Information Center

    Hong, Jun Sung; Espelage, Dorothy L.

    2012-01-01

    Recognizing the negative outcomes associated with experiences in bullying at school, educational researchers, school officials, and policy-makers have called for more rigorous research on bullying in school. Research on bullying behavior in school has primarily been examined using quantitative methods. Mixed methods research in the field of…

  6. High School and Community College Dual Enrollment: Issues of Rigor and Transferability.

    ERIC Educational Resources Information Center

    Windham, Patricia

    In December 1993, the University of Florida issued a report that found that the vast majority of students who had taken chemistry courses in dual enrollment programs at a community college and who did not meet standard admissions requirements were required to retake their courses at the University. In response to the report, the state's Community…

  7. Improving the Enrollment and Retention of Students in the Associate in Arts Program at the University of Delaware

    ERIC Educational Resources Information Center

    Bacon, J. Richard

    2010-01-01

    The University of Delaware established the Associate in Arts Program to ensure that students on branch campuses were prepared for the rigors of the University. However, enrollment and retention in the Program remained below expectations. High school seniors, guidance counselors, Program faculty and staff, and both enrolled students and students…

  8. Staying on Course: Three-Year Results of the National Guard Youth ChalleNGe Evaluation. Executive Summary

    ERIC Educational Resources Information Center

    Millenky, Megan; Bloom, Dan; Muller-Ravett, Sara; Broadus, Joseph

    2011-01-01

    High school dropouts face an uphill battle in a labor market that increasingly rewards skills and postsecondary credentials: they are more likely than their peers to need public assistance, be arrested or incarcerated, and less likely to marry. This executive summary summarizes results from a rigorous evaluation of the National Guard Youth…

  9. The Advanced Placement Program in Pennsylvania: Implications for Policy and Practice in K-12 and Higher Education

    ERIC Educational Resources Information Center

    Liekar, Christine Y.

    2012-01-01

    Since the time of Sputnik, American educators and policymakers have recognized the need to raise expectations by increasing rigor in high schools across the United States. Copious studies attest to the fact that students who take Advanced Placement coursework experience success in college (Adelman, 1999; Camara, 2003; College Board, 2005;…

  10. The Role of Applied Engineering and Computer Science Courses in the Production of Math Achievement in High School

    ERIC Educational Resources Information Center

    Gottfried, Michael; Bozick, Robert

    2012-01-01

    Academic math and science courses have been long shown to increase learning and educational attainment, but are they sufficient on their own to prepare youth for the challenges and rigor of the STEM workforce? Or, are there distinctive benefits to complementing these traditional academic courses with applied ones? Answers to these questions are…

  11. Failure, the Next Generation: Why Rigorous Standards Are Not Sufficient to Improve Science Learning

    ERIC Educational Resources Information Center

    Bair, Mary Antony; Bair, David Edward

    2014-01-01

    Although many states in the United States are adopting policies that require all students to complete college-preparatory science classes to graduate from high school, such policies have not always led to improved student outcomes. There is much speculation about the cause of the dismal results, but there is scant research on the processes by…

  12. Validating the Use of AP® Exam Scores for College Course Placement. Research Report 2013-2

    ERIC Educational Resources Information Center

    Patterson, Brian F.; Ewing, Maureen

    2013-01-01

    The Advanced Placement Program® (AP®) was created to provide access to rigorous, college-level curricula to motivated and prepared high school students. This study evaluated whether the AP Exam scores from the summative exams associated with 10 courses were valid for the placement of students into higher-level college courses in the subject area…

  13. A Collaborative Approach to Implementing 21st Century Skills in a High School Senior Research Class

    ERIC Educational Resources Information Center

    O'Sullivan, Michael K.; Dallas, Kim B.

    2010-01-01

    Businesses and higher education leaders are looking for students with the ability to evaluate and analyze information and to use this information to solve real-world problems. These are the information literacy skills students need for the 21st century. However, several recent studies on the ability of college freshmen to handle the rigor of…

  14. Starting in School

    ERIC Educational Resources Information Center

    Albertine, Susan

    2012-01-01

    Through its signature initiative, Liberal Education and America's Promise (LEAP), the Association of American Colleges and Universities (AAC&U) is promoting a vision for learning that begins in school: Starting in School . . . Rigorous and rich curriculum focused on the essential learning outcomes; comprehensive, individualized, and…

  15. Understanding Immigrants, Schooling, and School Psychology: Contemporary Science and Practice

    ERIC Educational Resources Information Center

    Frisby, Craig L.; Jimerson, Shane R.

    2016-01-01

    Immigration into the United States is a particularly salient topic of current contemporary educational, social, and political discussions. The school-related needs of immigrant children and youth can be well served by rigorous research and effective school psychology preservice training and preparation. This overview highlights key definitions,…

  16. Programs and policies to assist high school dropouts in the transition to adulthood.

    PubMed

    Bloom, Dan

    2010-01-01

    Dan Bloom of MDRC examines policies and programs designed to help high school dropouts improve their educational attainment and labor market outcomes. So called "second-chance" programs, he says, have long provided some combination of education, training, employment, counseling, and social services. But the research record on their effectiveness is fairly thin, he says, and the results are mixed. Bloom describes eleven employment- or education-focused programs serving high school dropouts that have been rigorously evaluated over the past thirty years. Some relied heavily on paid work experience, while others focused more on job training or education. Some programs, especially those that offered paid work opportunities, generated significant increases in employment or earnings in the short term, but none of the studies that followed participants for more than a couple of years found lasting improvements in economic outcomes. Nevertheless, the findings provide an important foundation on which to build. Because of the high individual and social costs of ignoring high school dropouts, the argument for investing more public funds in services, systems, and research for these young people is strong. The paucity of conclusive evidence, however, makes it hard to know how to direct resources and magnifies the importance of ensuring that all new initiatives provide for rigorous evaluation of their impacts. Bloom concludes with recommendations for policy and research aimed at building on current efforts to expand and improve effective programs for dropouts while simultaneously developing and testing new approaches that might be more effective and strengthening local systems to support vulnerable young people. He stresses the importance of identifying and disseminating strategies to engage young people who are more seriously disconnected and unlikely to join programs. A recurring theme is that providing young people with opportunities for paid work may be useful both as an engagement tool and as a strategy for improving long-term labor market outcomes.

  17. The impact of rigorous mathematical thinking as learning method toward geometry understanding

    NASA Astrophysics Data System (ADS)

    Nugraheni, Z.; Budiyono, B.; Slamet, I.

    2018-05-01

    To reach higher order thinking skill, needed to be mastered the conceptual understanding. RMT is a unique realization of the cognitive conceptual construction approach based on Mediated Learning Experience (MLE) theory by Feurstein and Vygotsky’s sociocultural theory. This was quasi experimental research which was comparing the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning method toward conceptual understanding of Junior High School students. The data was analyzed by using Independent t-test and obtained a significant difference of mean value between experimental and control class on geometry conceptual understanding. Further, by semi-structure interview known that students taught by RMT had deeper conceptual understanding than students who were taught by conventional way. By these result known that Rigorous Mathematical Thinking (RMT) as learning method have positive impact toward Geometry conceptual understanding.

  18. Comparison of U.S. and Chinese High-School Physics Teaching and the Need for Active Learning at the College Level

    NASA Astrophysics Data System (ADS)

    Tosa, Sachiko; Qian, Lingbo

    This study examines the extent to which inquiry-based teaching is practiced in Chinese high-school physics in comparison with US high schools. Data were collected through lesson observations and the administration of a teacher survey (N = 19). Results show that both US and Chinese teachers are well aware of the importance of the elements that are associated with inquiry-based teaching. However, in practice, little inquiry-based teaching was observed in either of the countries by different reasons. US physics lessons often lacked rigorous content development to help students understand physics concepts, while many of the Chinese lessons failed to include opportunities for students to present and test their own thoughts. It is advocated that the implementation of active learning strategies at the college level physics would help the situation in both of the countries.

  19. School Nurses' Role in Asthma Management, School Absenteeism, and Cost Savings: A Demonstration Project

    ERIC Educational Resources Information Center

    Rodriguez, Eunice; Rivera, Diana Austria; Perlroth, Daniella; Becker, Edmund; Wang, Nancy Ewen; Landau, Melinda

    2013-01-01

    Background: With increasing budget cuts to education and social services, rigorous evaluation needs to document school nurses' impact on student health, academic outcomes, and district funding. Methods: Utilizing a quasi-experimental design, we evaluated outcomes in 4 schools with added full-time nurses and 5 matched schools with part-time nurses…

  20. Perceptions about Forest Schools: Encouraging and Promoting Archimedes Forest Schools

    ERIC Educational Resources Information Center

    Nawaz, Haq; Blackwell, Sarah

    2014-01-01

    The aim of this study was to find out parents' and children's perception of outdoor learning programmes with specific reference to Archimedes Forest Schools, known as Forest Schools. A review of existing research showed that there had been no rigorous evaluation of perception of forest schools. The study was conducted in the UK and mixed method…

  1. Upgrading geometry conceptual understanding and strategic competence through implementing rigorous mathematical thinking (RMT)

    NASA Astrophysics Data System (ADS)

    Nugraheni, Z.; Budiyono, B.; Slamet, I.

    2018-03-01

    To reach higher order thinking skill, needed to be mastered the conceptual understanding and strategic competence as they are two basic parts of high order thinking skill (HOTS). RMT is a unique realization of the cognitive conceptual construction approach based on Feurstein with his theory of Mediated Learning Experience (MLE) and Vygotsky’s sociocultural theory. This was quasi-experimental research which compared the experimental class that was given Rigorous Mathematical Thinking (RMT) as learning method and the control class that was given Direct Learning (DL) as the conventional learning activity. This study examined whether there was different effect of two learning model toward conceptual understanding and strategic competence of Junior High School Students. The data was analyzed by using Multivariate Analysis of Variance (MANOVA) and obtained a significant difference between experimental and control class when considered jointly on the mathematics conceptual understanding and strategic competence (shown by Wilk’s Λ = 0.84). Further, by independent t-test is known that there was significant difference between two classes both on mathematical conceptual understanding and strategic competence. By this result is known that Rigorous Mathematical Thinking (RMT) had positive impact toward Mathematics conceptual understanding and strategic competence.

  2. School Climate Research

    ERIC Educational Resources Information Center

    Thapa, Amrit

    2013-01-01

    School climate research is clearly evolving. The field demands rigorous and empirically sound research that focuses on relating specific aspects and activities of interventions to changes in specific components of school climate. We also need empirical evidence based on sound research techniques on how both interventions and climate affect…

  3. CEC's Policy on Children with Exceptionalities in Charter Schools

    ERIC Educational Resources Information Center

    Council for Exceptional Children (NJ3), 2011

    2011-01-01

    The Council for Exceptional Children (CEC) vigorously supports educational reforms within the public schools which promote rigorous learning standards, strong educational outcomes, shared decision making, diverse educational offerings, and the removal of unnecessary administrative requirements. However, such schools must reflect a commitment to…

  4. Classroom Climate, Rigorous Instruction and Curriculum, and Students' Interactions in Urban Middle Schools

    ERIC Educational Resources Information Center

    Matsumura, Lindsay Clare; Slater, Sharon Cadman; Crosson, Amy

    2008-01-01

    In this study we investigated the relation of rigorous instructional practices and teachers' efforts to create a respectful, collaborative learning environment to students' positive behavior toward one another and to the rate and quality of students' participation in classroom discussions. Full class period (i.e., 50-minute) observations of…

  5. Whose College Readiness Is It Anyway? College Readiness, Cultural, Economic and Social Capital, and Access to Pre-College Transition Programs

    ERIC Educational Resources Information Center

    Gray-Nicolas, Nakia Marissa

    2017-01-01

    In the United States, the majority of high school graduates are not academically prepared for the rigor of postsecondary education or equipped with the skills necessary to enter the workforce (American College Test [ACT], 2012; Barnes & Slate, 2010; Conley, 2007a, 2007b). Often blamed for this lack preparation are inconsistent linkages between…

  6. The Relationship between Teachers' Perceptions of the Feedback They Receive and Their Teaching Efficacy in High-Performing Schools

    ERIC Educational Resources Information Center

    St. John, Joshua D.

    2013-01-01

    As reform efforts are prescribed in every state through mandates and regulations in an effort to better prepare students to compete in a global economy, and as states like Indiana implement new evaluation plans for teachers based on a rigorous rubric and objective measures of student achievement, close attention to the ripple effects must be…

  7. Exposing the Myth: Advanced Math Does Not Increase Drop out Rates. Math Works

    ERIC Educational Resources Information Center

    Achieve, Inc., 2013

    2013-01-01

    A common argument against raising math course-taking requirements for all students is that it will cause more students to drop out of high school. But most students who drop out for academic reasons do so not because they are being "too challenged," but rather because they are not being challenged enough. It is important to raise the rigor and…

  8. Do "College-Preparatory" Courses Live up to Their Labels? Using Statewide Longitudinal Data Systems to Assess the Rigor of Academic Courses

    ERIC Educational Resources Information Center

    Dougherty, Chrys

    2008-01-01

    A growing number of educators and policymakers have begun focusing on the goal of preparing all or nearly all high school students for college and other advanced postsecondary learning opportunities. To meet this goal, states are adopting policies to encourage nearly all students, not just those seeking entry into competitive four-year colleges,…

  9. An Evaluation of the Savannah Early College Program: An Action Oriented Research Approach

    ERIC Educational Resources Information Center

    Kearse, Douglas

    2013-01-01

    The Savannah Early College Program (SECP) opened its doors in August 2007 to make a difference in the lives of all students who enrolled. Its primary mission was to combine academic rigor and support to help students enter college early and graduate from high school with up to 2 years of college credit. Since SECP joined the Early College High…

  10. Lifting Kindergarteners' Writing to Meet the Common Core Learning Standards: A Collaborative Inquiry

    ERIC Educational Resources Information Center

    Heskial, Joyce; Wamba, Nathalis G.

    2013-01-01

    The advent of Common Core Standards in New York State has forced a revisitation of past practices. With a goal of ensuring that all students are college and career-ready by the end of high school these standards call for increased rigor and higher expectations at all grade levels. The purpose of this study was to analyze through collaborative…

  11. Anti-bullying interventions in schools: a systematic literature review.

    PubMed

    Silva, Jorge Luiz da; Oliveira, Wanderlei Abadio de; Mello, Flávia Carvalho Malta de; Andrade, Luciane Sá de; Bazon, Marina Rezende; Silva, Marta Angélica Iossi

    2017-07-01

    This paper presents a systematic literature review addressing rigorously planned and assessed interventions intended to reduce school bullying. The search for papers was performed in four databases (Lilacs, Psycinfo, Scielo and Web of Science) and guided by the question: What are the interventions used to reduce bullying in schools? Only case-control studies specifically focusing on school bullying without a time frame were included. The methodological quality of investigations was assessed using the SIGN checklist. A total of 18 papers composed the corpus of analysis and all were considered to have high methodological quality. The interventions conducted in the revised studies were divided into four categories: multi-component or whole-school, social skills training, curricular, and computerized. The review synthesizes knowledge that can be used to contemplate practices and intervention programs in the education and health fields with a multidisciplinary nature.

  12. The Effects of School Gardens on Students and Schools: Conceptualization and Considerations for Maximizing Healthy Development

    ERIC Educational Resources Information Center

    Ozer, Emily J.

    2007-01-01

    There are thousands of school gardens in the United States, and there is anecdotal evidence that school garden programs can enhance students' learning in academic, social, and health-related domains. There has been little rigorous research, however, on the effects of school gardens or on the factors that promote the sustainability of these…

  13. The Georgians Experience Astronomy Research in Schools (GEARS) High School Galaxy Unit

    NASA Astrophysics Data System (ADS)

    Higdon, Sarah; Higdon, J.; Aguilar, J.

    2012-01-01

    The Georgians Experience Astronomy Research in Schools (GEARS) project aims to provide a rigorous and inquiry-based astronomy curriculum to GA's public schools. Exposure to data mining and research activities using the astronomy archives can be the trigger for the next generation of scientists, and it improves a student's ability to solve problems. Students then consolidate their findings and improve their communication skills by writing scientific reports and creating video presentations. The GEARS curriculum has units on the solar system, life in the Universe, stars, galaxies and cosmology. Here we present some of the activities in the Galaxy Unit. The GEARS material is freely available. Please email shigdon_AT_georgiasouthern.edu if you would like more details. NASA Grant NNX09AH83A through the GADOE funds this project.

  14. Accountability and Virginia Public Schools, 2016-2017 School Year

    ERIC Educational Resources Information Center

    Virginia Department of Education, 2017

    2017-01-01

    This document offers a brief guide to understanding Virginia's system for holding schools accountable for raising student achievement. Virginia's accountability system supports teaching and learning by setting rigorous academic standards--known as the Standards of Learning (SOL)--and through annual statewide assessments of student achievement.…

  15. Technology Leadership Conditions among Nebraska School Principals

    ERIC Educational Resources Information Center

    Curnyn, Molly A.

    2013-01-01

    As visionary leaders, school administrators are responsible for leading their schools into the 21st century by integrating technology to enhance learning and teaching. As technology leaders, principals must apply rigorous thought into the overall role that technology plays in the enhancement of student learning. Leveraging technology will assist…

  16. The Cost Effectiveness of 22 Approaches for Raising Student Achievement

    ERIC Educational Resources Information Center

    Yeh, Stuart S.

    2010-01-01

    Review of cost-effectiveness studies suggests that rapid assessment is more cost effective with regard to student achievement than comprehensive school reform (CSR), cross-age tutoring, computer-assisted instruction, a longer school day, increases in teacher education, teacher experience or teacher salaries, summer school, more rigorous math…

  17. School Uniforms: A Qualitative Analysis of Aims and Accomplishments at Two Christian Schools

    ERIC Educational Resources Information Center

    Firmin, Michael; Smith, Suzanne; Perry, Lynsey

    2006-01-01

    Employing rigorous qualitative research methodology, we studied the implementation of two schools' uniform policies. Their primary intents were to eliminate competition, teach young people to dress appropriately, decrease nonacademic distractions, and lower the parental clothing costs. The young people differed with adults regarding whether or not…

  18. School Partnerships: Roles, Perspectives, and Common Practices of School Principals

    ERIC Educational Resources Information Center

    Orsini, Jackeline

    2016-01-01

    Educating and nurturing the next generation is a collective responsibility. When schools, families, community members, private organizations, public agencies, and civic entities work together, learners tend to be more successful and everyone benefits. As a response to new stakeholders' demands, a more rigorous and updated curriculum,…

  19. Perceptions of Secondary School Teachers and Administrators on Effective Professional Development Programs

    ERIC Educational Resources Information Center

    Sherrod, Ginnie

    2014-01-01

    Effective professional development programs have been linked with rigorous state standards and district school improvement goals. Despite efforts of local districts to meet state standards and district school improvement goals, there has been limited research at the local level that has compared administrators' and teachers' perceptions of…

  20. Three-Year Longitudinal Study of School Behavior and Academic Outcomes: Results from a Comprehensive Expanded School Mental Health Program

    ERIC Educational Resources Information Center

    Daly, Brian P.; Sander, Mark A.; Nicholls, Elizabeth G.; Medhanie, Amanuel; Vanden Berk, Eric; Johnson, James

    2014-01-01

    While there has been encouraging growth in the number of expanded school mental health programs (ESMH) across the country, few programs rigorously evaluate long-term academic outcomes associated with receipt of these services. This study examined the effects of services from an ESMH program on school behavior (number of out-of-school suspensions…

  1. The oral histories of six African American males in their ecology of Advanced Placement Biology

    NASA Astrophysics Data System (ADS)

    Halasa, Katrina Bassam

    The major purpose of this qualitative study was to examine the past in order to understand the complex phenomenon of students engaging in science (Newman, Ridenour, Newman, & DeMarco, 2003) specifically through the oral histories of six self-identified African American males enrolled in a high school Advanced Placement Biology class and the oral histories about events that followed during their post high school experiences. To elucidate an understanding of this phenomenon, this research explored the ecology of African American males' descriptions of their school science, their peer school science community, their lived experiences during and after graduation, and their meso-community (Bronfenbrenner, 1979). Many minority and low-income students are less likely to enroll in rigorous courses during high school (Education Trust, 2006). This study is of utmost importance because capturing the informants' oral histories may improve rigorous science education. Many African American male students are attending urban schools with an ever growing achievement gap among their White counterparts (Norman, Ault, Bentz, & Meskimen, 2001); therefore, they are disengaging in science. As a result, African American males are underrepresented in both science careers and achievements in science (Atwater, 2000; National Science Foundation, 1994). The six oral histories highlighted the ecological factors that affected African American males regarding (1) the impact of their relationship with their mothers, (2) the understanding of personal responsibility, (3) the notion of a scientist, (4) the issue of gender being more of an obstacle than race, (5) the understanding that education is valuable, (6) the interactions and influence of relationships with others on their decisions, (7) the development of integrity through the participation in sports, (8) the ecological neighborhood environment influences an image, (9) the enrollment of Advanced Placement Biology course helped the transition into higher education (10) the issue of race as it surfaced in their ecological environment, (11) the individual's personal effort determines their outcomes, (12) the need for recognition of internal satisfaction, (13) the role of portraying a hero, (14) the ideology of knowing yourself and your limits, (15) the issue of race was prevalent in both personal and public life, and (16) learning is interactive.

  2. The Rewards of Perseverance, Aldine Texas: The Power of a Systemwide Focus on Students, Teachers, and Leaders. School System 20/20 Case Study

    ERIC Educational Resources Information Center

    Baroody, Karen; Rho, Lois

    2016-01-01

    "The Rewards of Perseverance" tells the story of a district with a clear vision, stable leadership, and deliberate evolution in response to change. Located just north of Houston, AISD has faced daunting challenges since the 1990s--including a significant increase in high-need students, and more rigorous state tests. At the same time, the…

  3. Creating developmentally auspicious school environments for African American boys.

    PubMed

    Barbarin, Oscar A; Chinn, Lisa; Wright, Yamanda F

    2014-01-01

    African American (AA) boys face serious barriers to academic success, many of which are uncommon--or absent--in the lives of AA girls, other children of color, and European American children. In this chapter, we identify nine critical challenges to the successful education of AA boys and review possible solutions. In addition, we evaluate one particular reform, public single-sex schooling, as a possible solution to the challenges facing AA boys. Considering the evidence, we argue that recent efforts to expand the existence of public single-sex schools are rarely grounded in empirical findings. Given the lack of compelling evidence and the high stakes for AA boys, we call for more rigorous evaluations of the outcomes of sex-segregated programs that specifically target AA boys.

  4. Poverty and the Public School System: Student Persistence from Elementary School to College Graduation

    ERIC Educational Resources Information Center

    Avalos, Deborah Anne

    2013-01-01

    Children living in poverty are at an elevated risk for academic, behavioral and emotional problems compared with children who are in the middle and upper classes (Kim-Cohen et al., 2004). Students living in poverty generally have fewer opportunities in schools as schools are less likely to offer rigorous curriculum or advanced classes for poor…

  5. Student-Level Analysis of Year 1 (2003-2004) Achievement Outcomes for Tennessee Charter Schools

    ERIC Educational Resources Information Center

    Ross, Steven M.; McDonald, Aaron J.; Gallagher, Brenda McSparrin

    2005-01-01

    This report presents student-level achievement results for the four charter schools that began operation in Tennessee during the 2003-04 academic year. To conduct a rigorous and valid analysis of student achievement outcomes at these schools, we employed a matched program-control design at the student level, whereby each charter school student was…

  6. Analysis of the Impacts of City Year's Whole School Whole Child Model on Partner Schools' Performance

    ERIC Educational Resources Information Center

    Meredith, Julie; Anderson, Leslie M.

    2015-01-01

    City Year is a learning organization committed to the rigorous evaluation of its "Whole School Whole Child" model, which trains and deploys teams of AmeriCorps members to low-performing, urban schools to empower more students to reach their full potential. A third-party study by Policy Studies Associates (PSA) examined the impact of…

  7. A Review of Out-of-School Time Program Quasi-Experimental and Experimental Evaluation Results. Out-of-School Time Evaluation Snapshot.

    ERIC Educational Resources Information Center

    Little, Priscilla M. D.; Harris, Erin

    As the amount of resources allocated to out-of-school (OST) programming and policymakers' demands for research-based results increase, there is increasing interest in rigorous research designs to examine OST program outcomes. This issue of "Out-of-School Time Evaluation Snapshots" reviews 27 quasi-experimental and experimental OST…

  8. Principals in the Pipeline: Districts Construct a Framework to Develop School Leadership

    ERIC Educational Resources Information Center

    Mendels, Pamela

    2012-01-01

    A diverse school district hugging the eastern border of Washington, D.C., Prince George's County, has introduced rigorous hiring methods and other practices to boost the quality of leadership in its 198 schools. In so doing, the district has also earned a spot among the pioneers in efforts nationally to ensure that public schools are led by the…

  9. A School-University Math and Science P-16 Partnership: Lessons Learned in Promoting College and Career Readiness

    ERIC Educational Resources Information Center

    Alford, Betty; Rudolph, Amanda; Beal, Heather Olson; Hill, Brenda

    2014-01-01

    Increasing rigor in secondary school classrooms for college and career readiness is a priority throughout the nation with the adoption of more challenging standards for student performance and is an important role for school leaders in creating conditions in schools to meet this challenge (Young, 2012). P-16 partnerships can assist by aligning the…

  10. Modern Management Principles Come to the Dental School.

    PubMed

    Wataha, John C; Mouradian, Wendy E; Slayton, Rebecca L; Sorensen, John A; Berg, Joel H

    2016-04-01

    The University of Washington School of Dentistry may be the first dental school in the nation to apply lean process management principles as a primary tool to re-engineer its operations and curriculum to produce the dentist of the future. The efficiencies realized through re-engineering will better enable the school to remain competitive and viable as a national leader of dental education. Several task forces conducted rigorous value stream analyses in a highly collaborative environment led by the dean of the school. The four areas undergoing evaluation and re-engineering were organizational infrastructure, organizational processes, curriculum, and clinic operations. The new educational model was derived by thoroughly analyzing the current state of dental education in order to design and achieve the closest possible ideal state. As well, the school's goal was to create a lean, sustainable operational model. This model aims to ensure continued excellence in restorative dental instruction and to serve as a blueprint for other public dental schools seeking financial stability in this era of shrinking state support and rising costs.

  11. International School Director Turnover as Influenced by School Board/Director Relationship

    ERIC Educational Resources Information Center

    Palsha, Zakariya S.

    2017-01-01

    In recent years, public school superintendents have faced increased demands from rigorous federal and state accountability standards. Yet, researchers have reported that academic improvement does not happen by chance but rather through effective leaders with ample time to implement broad, sustainable reform. The purpose of this study was to…

  12. School Leader's Literacy Walkthrough: Kindergarten, First, Second, and Third Grades

    ERIC Educational Resources Information Center

    Kosanovich, Marcia; Smith, Kevin; Hensley, Trudy; Osborne-Lampkin, La'Tara; Foorman, Barbara

    2015-01-01

    The "School Leader's Literacy Walkthrough" is designed to assist school leaders in observing specific research-based practices during literacy instruction (or students' independent use or application of those practices). This tool is based on rigorous research that indicates the most effective way to teach reading (see Foorman &…

  13. Promoting Social and Emotional Competencies in Elementary School

    ERIC Educational Resources Information Center

    Jones, Stephanie M.; Barnes, Sophie P.; Bailey, Rebecca; Doolittle, Emily J.

    2017-01-01

    There's a strong case for making social and emotional learning (SEL) skills and competencies a central feature of elementary school. Children who master SEL skills get along better with others, do better in school, and have more successful careers and better mental and physical health as adults. Evidence from the most rigorous studies of…

  14. Transitioning to College and Career: Interim Findings of the LAMP Longitudinal Study.

    ERIC Educational Resources Information Center

    MacAllum, Keith; Worgs, Donn; Bozick, Robert; McDonald, Deanne

    The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners. The effects of participation in LAMP on transitions from school to higher education and work were examined in a longitudinal study that…

  15. Beyond the Success of the Students: Effects of Participation on School-to-Career Partners.

    ERIC Educational Resources Information Center

    MacAllum, Keith; Charner, Ivan

    The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners and emphasizes work-based and project-based learning, team teaching, and opportunities for staff and students to establish close and ongoing…

  16. School Governor Regulation in England's Changing Education Landscape

    ERIC Educational Resources Information Center

    Baxter, Jacqueline

    2017-01-01

    The changing education landscape in England, combined with a more rigorous form of governor regulation in the form of the Ofsted 2012 Inspection Framework, are together placing more demands than ever before on the 300,000 volunteer school governors in England. These school governors are, in many cases, directly accountable to the Secretary of…

  17. Legal Issues in Educational Order: Principals' Perceptions of School Discipline Policies and Practices.

    ERIC Educational Resources Information Center

    Wright, Douglas; Moles, Ollie

    A preliminary review of early responses to a questionnaire sent to secondary school principals across the United States revealed that most administrators felt more rigorous due process procedures should be followed in discipline cases than those required by federal regulations and school policies. The principals also tended to believe that…

  18. STEM Education: An Incongruous Approach A Proposed Reform Model for a Large Suburban High School

    NASA Astrophysics Data System (ADS)

    Hughes, Patricia A.

    It is unknown how the school can best influence the variables that determine pursuance of science study and career choice to bring about greater opportunity to learn challenging science curriculum for all students and promote Science Technology Engineering and Mathematics (STEM) education. Student decisions regarding the type of science class to elect in early secondary school years can impact their progression and academic success in subsequent rigorous and challenging offerings. Parents, counselors, peers, gender, socio-economic status and individual experience in previous coursework are variables of consideration. The purpose of this study is to examine these variables in a large suburban New Jersey School District aligned to STEM and Advanced Placement level course choice by students. Information regarding the influence of the variables can lead to a reform of the approach toward STEM education currently in place. The study will include a historical reflection of the approach to curriculum revision in the district. Increasing student enrollment in science courses beyond the required number stipulated for high school completion will open opportunities for entrance into STEM related careers or continued post secondary science study.

  19. A program to prepare minority students for careers in medicine, science, and other high-level professions.

    PubMed

    Slater, M; Iler, E

    1991-04-01

    The Gateway to Higher Education program is a comprehensive four-year high school program with specially designed enrichments and supports. Its principal goal is to increase the number of minority students who will be prepared to enter training for high-level professional careers, especially in medicine and science. The program was established in September 1986 to demonstrate that minority students who perform at least at grade level can begin a rigorous curriculum in the ninth grade and achieve outstanding results, provided that the necessary support systems are in place. For 1990-91, 750 students are enrolled in Gateway programs at five New York City public high schools, and the first 119 students graduated in June 1990. The graduates have demonstrated significant achievement compared with that of their peers, as measured by standardized tests and the graduates' participation in research mentorships and college acceptances. In order to expand on its initial success, the program has increased its scope of activity to include over 400 students at the junior high school level.

  20. The University of Alabama at Birmingham Center for Community OutReach Development Summer Science Institute Program: A 3-Yr Laboratory Research Experience for Inner-City Secondary-Level Students

    ERIC Educational Resources Information Center

    Niemann, Marilyn A.; Miller, Michael L.; Davis, Thelma

    2004-01-01

    This article describes and assesses the effectiveness of a 3-yr, laboratory-based summer science program to improve the academic performance of inner-city high school students. The program was designed to gradually introduce such students to increasingly more rigorous laboratory experiences in an attempt to interest them in and model what…

  1. Lessons from the trenches: meeting evaluation challenges in school health education.

    PubMed

    Young, Michael; Denny, George; Donnelly, Joseph

    2012-11-01

    Those involved in school health education programs generally believe that health-education programs can play an important role in helping young people make positive health decisions. Thus, it is to document the effects of such programs through rigorous evaluations published in peer-reviewed journals. This paper helps the reader understand the context of school health program evaluation, examines several problems and challenges, shows how problems can often be fixed, or prevented, and demonstrates ways in which challenges can be met. A number of topics are addressed, including distinguishing between curricula evaluation and evaluation of outcomes, types of evaluation, identifying stakeholders in school health evaluation, selection of a program evaluator, recruiting participants, design issues, staff training, parental consent, instrumentation, program implementation and treatment fidelity, participant retention, data collection, data analysis and interpretation, presentation of results, and manuscript preparation and submission. Although there is a lack of health-education program evaluation, rigorous evaluations that have been conducted have, at least in some cases, led to wider dissemination of effective programs. These suggestions will help those interested in school health education understand the importance of evaluation and will provide important guidelines for those conducting evaluations of school health-education programs. © 2012, American School Health Association.

  2. What to do when the Universities reject High School Earth Science

    NASA Astrophysics Data System (ADS)

    Van Norden, W.

    2011-12-01

    It is hard to imagine a state of the union more affected by Earth processes than the state of California. However, the University of California actively discourages High School students from taking Earth Science courses. For admission into the University of California students are required to take at least 2 years of courses that offer a fundamental knowledge in at least two of these three foundational subjects: biology, chemistry, and physics. Earth Science courses simply don't qualify as laboratory science courses. The UC Admissions will sometimes make an exception for an Earth Science course only if it is shown to contain a large component of biology, chemistry and physics topics. Since students don't get credit for admission for taking Earth Science, High Schools are quick to drop Earth Science courses for their college-bound students. A group of teachers and University professors have been working to reverse this policy by creating a rigorous capstone Earth Science course that clearly merits laboratory status. Getting this course accepted by the University of California is well on its way, but getting the course into the High Schools will take a lot of work and probably some extra funding.

  3. Integrating pharmacology topics in high school biology and chemistry classes improves performance

    NASA Astrophysics Data System (ADS)

    Schwartz-Bloom, Rochelle D.; Halpin, Myra J.

    2003-11-01

    Although numerous programs have been developed for Grade Kindergarten through 12 science education, evaluation has been difficult owing to the inherent problems conducting controlled experiments in the typical classroom. Using a rigorous experimental design, we developed and tested a novel program containing a series of pharmacology modules (e.g., drug abuse) to help high school students learn basic principles in biology and chemistry. High school biology and chemistry teachers were recruited for the study and they attended a 1-week workshop to learn how to integrate pharmacology into their teaching. Working with university pharmacology faculty, they also developed classroom activities. The following year, teachers field-tested the pharmacology modules in their classrooms. Students in classrooms using the pharmacology topics scored significantly higher on a multiple choice test of basic biology and chemistry concepts compared with controls. Very large effect sizes (up to 1.27 standard deviations) were obtained when teachers used as many as four modules. In addition, biology students increased performance on chemistry questions and chemistry students increased performance on biology questions. Substantial gains in achievement may be made when high school students are taught science using topics that are interesting and relevant to their own lives.

  4. Secondary School Advanced Mathematics, Chapter 3, Formal Geometry. Student's Text.

    ERIC Educational Resources Information Center

    Stanford Univ., CA. School Mathematics Study Group.

    This text is the second of five in the Secondary School Advanced Mathematics (SSAM) series which was designed to meet the needs of students who have completed the Secondary School Mathematics (SSM) program, and wish to continue their study of mathematics. This volume is devoted to a rigorous development of theorems in plane geometry from 22…

  5. Civil Rights Project's Response to "Re-Analysis" of Charter School Study

    ERIC Educational Resources Information Center

    Civil Rights Project / Proyecto Derechos Civiles, 2010

    2010-01-01

    The Civil Rights Project (CRP) was founded, in part, to bring rigorous social science inquiry to bear on the most pressing civil rights issues. On-going trends involving public school segregation have been a primary focus of the CRP's research, and the expanding policy emphasis on school choice prompted analysis of the much smaller--but…

  6. Changing the Story: Making Renewable Energy Central to Learning

    ERIC Educational Resources Information Center

    Goddard, Lise; Hahn, Josh

    2012-01-01

    This article examines two independent schools as case studies for educating for sustainability, and shares what they have learned, what works, and best of all, what can be replicated elsewhere. Midland School--rigorous, rustic, and full of heart--is a small college preparatory boarding school on almost 3,000 acres in the Santa Ynez Valley in…

  7. Oakland and San Francisco Create Course Pathways through Common Core Mathematics. White Paper

    ERIC Educational Resources Information Center

    Daro, Phil

    2014-01-01

    The Common Core State Standards for Mathematics (CCSS-M) set rigorous standards for each of grades 6, 7 and 8. Strategic Education Research Partnership (SERP) has been working with two school districts, Oakland Unified School District and San Francisco Unified School District, to evaluate extant policies and practices and formulate new policies…

  8. Follow the Leaders? An Analysis of Convergence and Innovation of Faculty Recruiting Practices in US Business Schools

    ERIC Educational Resources Information Center

    Finch, David; Deephouse, David L.; O'Reilly, Norm; Massie, Tyler; Hillenbrand, Carola

    2016-01-01

    The debate associated with the qualifications of business school faculty has raged since the 1959 release of the Gordon-Howell and Pierson reports, which encouraged business schools in the USA to enhance their legitimacy by increasing their faculties' doctoral qualifications and scholarly rigor. Today, the legitimacy of specific faculty…

  9. Climate Change: Creating an Integrated Framework for Improving School Climate

    ERIC Educational Resources Information Center

    Alliance for Excellent Education, 2013

    2013-01-01

    This report from the Alliance finds that schools that struggle most with providing a positive school climate more often disproportionately serve students of color and low-income students. It also confirms that students of color and students from low-income families are less likely to have access to rigorous course work and experienced teachers,…

  10. What Are Naturally Occurring School Lotteries and How Do We Identify Them? Reflections on Methodology

    ERIC Educational Resources Information Center

    Unterman, Rebecca

    2018-01-01

    This post is one in a series highlighting MDRC's methodological work. In the past decade, rapid growth in the number of charter schools and school district choice systems has provided education researchers with exciting opportunities to use naturally occurring pockets of randomization to rigorously study the effects of policy-relevant education…

  11. School in the Park: Bridging Formal and Informal Learning Environments

    ERIC Educational Resources Information Center

    Mathison, Carla; Wachowiak, Susan; Feldman, Linda

    2007-01-01

    In San Diego, California, 800 public school students from the inner city are attending a program called School in the Park (SITP), for approximately one-fourth of their 3rd-, 4th-, and 5th-grade education. This unique program blends rigorous academic standards (formal learning) with hands-on, experiential curricula (informal learning), using…

  12. What Happens after They Graduate? Results from a Longitudinal Study of STC Graduates.

    ERIC Educational Resources Information Center

    MacAllum, Keith; Bozick, Robert

    The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career (STC) program in Lansing, Michigan, that includes business, union, school, and parent partners. The effects of participation in LAMP on transitions from school to higher education and work were examined in a longitudinal study of…

  13. Conducting Rigorous Research in Multilingual Context: A Randomized Field Trial of the Good Behavior Game

    ERIC Educational Resources Information Center

    Kurki, Anja; Wang, Wei; Poduska, Jeanne; Gomez, Mary Jane; Li, Yibing; Brown, C. Hendricks

    2012-01-01

    This paper describes the design and preliminary results regarding the testing of the Good Behavior Game in schools that vary in their proportion of Latinos and the use of bilingual instruction. The authors discuss how working with multicultural schools/school district has influenced the design, intervention and training, data collection, and…

  14. Is It Wrong for Us to Want Good Things? The Origins of Gompers Charter Middle School

    ERIC Educational Resources Information Center

    Mehan, Hugh B.; Chang, Gordon C.

    2011-01-01

    This paper documents the initial process by which a San Diego middle school, located in a low-income and predominantly Hispanic neighborhood and repeatedly failing to meet No Child Left Behind provisions, restructured into an academically rigorous, detracked charter school. The discussion of the political experience and working relationships…

  15. Defining, Measuring and Supporting Success: Meeting the Challenges of Comprehensive School Reform Research. CSR Connection.

    ERIC Educational Resources Information Center

    Appelbaum, Deborah; Schwartzbeck, Terri Duggan

    Many educators believe that comprehensive school reform (CSR) holds real promise for improving schools, as many CSR programs are based in research and have documented success. However, in the past year, there has been increased emphasis on CSR programs' evidence of effectiveness and scrutiny of CSR evaluations' degree of rigor. Questions exist…

  16. The Interdisciplinary Generalist Curriculum Project: A National Medical School Demonstration Project.

    ERIC Educational Resources Information Center

    Kahn, Norman B., Jr.; And Others

    1995-01-01

    The Interdisciplinary Generalist Curriculum Project was developed to encourage schools of medicine and colleges of osteopathic medicine to implement interdisciplinary generalist curricula in the preclinical years. Five sites were competitively established as demonstration projects, and rigorous attention to creating and maintaining an…

  17. Aromatherapy massage on the abdomen for alleviating menstrual pain in high school girls: a preliminary controlled clinical study.

    PubMed

    Hur, Myung-Haeng; Lee, Myeong Soo; Seong, Ka-Yeon; Lee, Mi-Kyoung

    2012-01-01

    This study investigated the alleviating effects of aromatherapy massage and acetaminophen on menstrual pain in Korean high school girls. Subjects were divided into two groups: the aromatherapy massage (treatment) group (n = 32) and the acetaminophen (control) group (n = 23). Aromatherapy massage was performed on subjects in the treatment group. The abdomen was massaged once using clary sage, marjoram, cinnamon, ginger, and geranium in a base of almond oil. The level of menstrual pain was assessed using a visual analogue scale at baseline and twenty-four hours afterward. The reduction of menstrual pain was significantly higher in the aromatherapy group than in the acetaminophen group. Using multiple regression, aromatherapy massage was found to be more highly associated with reduction in the level of menstrual pain than acetaminophen. These finding suggest that aromatherapy massage may be an effective treatment for menstrual pain in high school girls. However, it could not be verified whether the positive effects derived from the aromatherapy, the massage, or both. Further rigorous studies should be conducted using more objective measures.

  18. Aromatherapy Massage on the Abdomen for Alleviating Menstrual Pain in High School Girls: A Preliminary Controlled Clinical Study

    PubMed Central

    Hur, Myung-Haeng; Lee, Myeong Soo; Seong, Ka-Yeon; Lee, Mi-Kyoung

    2012-01-01

    This study investigated the alleviating effects of aromatherapy massage and acetaminophen on menstrual pain in Korean high school girls. Subjects were divided into two groups: the aromatherapy massage (treatment) group (n = 32) and the acetaminophen (control) group (n = 23). Aromatherapy massage was performed on subjects in the treatment group. The abdomen was massaged once using clary sage, marjoram, cinnamon, ginger, and geranium in a base of almond oil. The level of menstrual pain was assessed using a visual analogue scale at baseline and twenty-four hours afterward. The reduction of menstrual pain was significantly higher in the aromatherapy group than in the acetaminophen group. Using multiple regression, aromatherapy massage was found to be more highly associated with reduction in the level of menstrual pain than acetaminophen. These finding suggest that aromatherapy massage may be an effective treatment for menstrual pain in high school girls. However, it could not be verified whether the positive effects derived from the aromatherapy, the massage, or both. Further rigorous studies should be conducted using more objective measures. PMID:21949670

  19. Twenty-first century learning in schools: A case study of New Technology High School in Napa, California.

    PubMed

    Pearlman, Bob

    2006-01-01

    The most pertinent question concerning teaching and learning in the twenty-first century is not what knowledge and skills students need--that laundry list was identified over a decade ago--but rather how to foster twenty-first century learning. What curricula, experiences, assessments, environments, and technology best support twenty-first century learning? New Technology High School (NTHS) in Napa, California, is one example of a successful twenty-first century school. In this chapter, the author describes the components of this exemplary high school, illustrating an environment that will cultivate twenty-first century student learning. New Technology High School began by defining eight learning outcomes, aligned with the standards of the Partnership for 21st Century Skills; to graduate, students demonstrate mastery of these outcomes through an online portfolio. To help students achieve the outcomes, NTHS employs project- and problem-based learning. Whereas in traditional classrooms students work alone on short-term assignments that do not lend themselves to deep understanding, the project-based learning approach has students working in teams on long-term, in-depth, rigorous projects. Students' work is supported by the school's workplace-like environment and effectiv use of technology. Meaningful assessment is essential to project-based learning; students receive continuous feedback, helping them become self-directed learners. In fact, NTHS uses outcome-based grading through which students constantly know how they are performing on the twenty-first century outcomes. Research has shown that NTHS graduates are better prepared for postsecondary education, careers, and citizenship than their peers from other schools. To facilitate twenty-first century learning, all schools need to rethink their approach to teaching and learning. New Technology High School is one way to do so.

  20. School Accountability, Autonomy, Choice, and the Level of Student Achievement: International Evidence from PISA 2003. OECD Education Working Papers, No. 13

    ERIC Educational Resources Information Center

    Wobmann, Ludger; Ludemann, Elke; Schutz, Gabriela; West, Martin R.

    2007-01-01

    Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts…

  1. What Works in Developing Nations to Get Children into School or Keep Them There?: A Systematic Review of Rigorous Impact Studies

    ERIC Educational Resources Information Center

    Petrosino, Anthony; Morgan, Claire; Fronius, Trevor; Tanner-Smith, Emily E.; Boruch, Robert F.

    2015-01-01

    Due to evidence linking education and development, funding has been invested in interventions relevant to getting youth into school and keeping them there. This article reports on a systematic review of impact studies of these school enrollment interventions. Reports were identified through electronic searches of bibliographic databases and other…

  2. World Class Schools: Some Methodological and Substantive Findings and Implications of the International School Effectiveness Research Project (ISERP)

    ERIC Educational Resources Information Center

    Reynolds, David

    2006-01-01

    An outline is given of the context in which The International School Effectiveness Research Project (ISERP) was designed and it is argued that the deficiencies of existing studies and the increased internationalization of education makes the more rigorous approach of ISERP essential. A number of methodological lessons from the study are given,…

  3. Educational Leaders Who Are Mothers: The Negotiation of Their Roles as School Leader and Mother

    ERIC Educational Resources Information Center

    Boldur, Stephanie E.

    2009-01-01

    Women who work outside the home have two jobs: their workplace responsibilities and their home duties. Like working mothers in other fields, school administrators have the challenge of negotiating their rigorous jobs, often while running a household. The purpose of this study was to examine the experiences of female school administrators who are…

  4. Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform. Issues & Answers. REL 2012-No. 123

    ERIC Educational Resources Information Center

    de la Torre, Marisa; Allensworth, Elaine; Jagesic, Sanja; Sebastian, James; Salmonowicz, Michael; Meyers, Coby; Gerdeman, R. Dean

    2012-01-01

    "Turning around" chronically low-performing schools is of increasing interest to educators and policymakers, as highlighted by the U.S. Department of Education's (2010) recent call to rapidly improve the nation's 5,000 lowest performing schools. Yet there is little rigorous research on changes in student populations and teacher workforce…

  5. "No Excuses" in New Orleans: The Silent Passivity of Neoliberal Schooling

    ERIC Educational Resources Information Center

    Sondel, Beth

    2016-01-01

    Drawing on ethnographic data, this article critically analyzes pedagogy in "no excuses" charter schools in New Orleans. Employing Ladson-Billings's framework for culturally relevant pedagogy, the author describes the level of academic rigor, cultural competence, and critical consciousness development across classrooms. This study…

  6. What Districts Know--and Need to Know--about Their Principals

    ERIC Educational Resources Information Center

    George W. Bush Institute, Education Reform Initiative, 2016

    2016-01-01

    Research on school leadership has highlighted the impact principals have on student achievement through their influence on classroom instruction, organizational conditions, community support, and setting the teaching and learning conditions in schools. However, there is limited rigorous quantitative research on the best district policies and…

  7. A school-based resilience intervention to decrease tobacco, alcohol and marijuana use in high school students.

    PubMed

    Hodder, Rebecca K; Daly, Justine; Freund, Megan; Bowman, Jenny; Hazell, Trevor; Wiggers, John

    2011-09-24

    Despite schools theoretically being an ideal setting for accessing adolescents and preventing initiation of substance use, there is limited evidence of effective interventions in this setting. Resilience theory provides one approach to achieving such an outcome through improving adolescent mental well-being and resilience. A study was undertaken to examine the potential effectiveness of such an intervention approach in improving adolescent resilience and protective factor scores; and reducing the prevalence of adolescent tobacco, alcohol and marijuana use in three high schools. A non-controlled before and after study was undertaken. Data regarding student resilience and protective factors, and measures of tobacco, alcohol and marijuana use were collected from grade 7 to 10 students at baseline (n = 1449) and one year following a three year intervention (n = 1205). Significantly higher resilience and protective factors scores, and significantly lower prevalence of substance use were evident at follow up. The results suggest that the intervention has the potential to increase resilience and protective factors, and to decrease the use of tobacco, alcohol and marijuana by adolescents. Further more rigorous research is required to confirm this potential.

  8. Preparing high school students for a career in the health sciences.

    PubMed

    Mares, K R; Calkins, E V

    1987-02-01

    The Summer Scholars Programs at the University of Missouri-Kansas City School of Medicine are designed to identify talented minority or economically disadvantaged high school students and to encourage these students toward careers in the health sciences. In the summer of 1984, 31 students participated in a one-month educational program during which they observed and participated in selected patient care procedures. They developed interpersonal and interviewing skills needed for successful application to health education programs. Students were provided information about numerous health careers to help them clarify their perceptions of health roles.To assess the programs' impact, the 18 scholar participants, who were high school seniors, responded to a questionnaire that sought information about their academic program during the senior year and their plans for higher education. Responses indicated that all had pursued rigorous academic programs, had achieved at a superior level in these courses, and were enrolling in college in the fall of 1985. Fourteen of the 18 students were planning careers in medicine. Responses indicated that the students felt that the programs had been effective in helping them learn about, prepare for, and make appropriate choices regarding careers in the health sciences.

  9. An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement

    ERIC Educational Resources Information Center

    Allen, Joseph; Pianta, Robert; Gregory, Anne; Mikami, Amori; Lun, Janetta

    2011-01-01

    Improving teaching quality is widely recognized as critical to addressing deficiencies in secondary school education, yet the field has struggled to identify rigorously evaluated teacher-development approaches that can produce reliable gains in student achievement. A randomized controlled trial of My Teaching Partner-Secondary--a Web-mediated…

  10. Rigorous, Relevant Relationships

    ERIC Educational Resources Information Center

    Perron, Julie

    2013-01-01

    When the author's school received the exciting news that they had moved from 714 to 752 on the Advanced Placement Incentive (API), the school staff were shocked, elated and paralyzed with fear. The author's conviction is that this is what fueled their API increase this year--the dedication of time to the discussion and dialogue about…

  11. Examining Multidimensional Middle Grade Outcomes after Early Elementary School Grade Retention

    ERIC Educational Resources Information Center

    Hwang, Sophia; Cappella, Elise; Schwartz, Kate

    2016-01-01

    Recently, researchers have begun to employ rigorous statistical methods and developmentally-informed theories to evaluate outcomes for students retained in non-kindergarten early elementary school. However, the majority of this research focuses on academic outcomes. Gaps remain regarding retention's effects on psychosocial outcomes important to…

  12. Discipline Policies, Successful Schools, and Racial Justice

    ERIC Educational Resources Information Center

    Losen, Daniel J.

    2011-01-01

    In March of 2010, Secretary of Education Arne Duncan delivered a speech that highlighted racial disparities in school suspension and expulsion and that called for more rigorous civil rights enforcement in education. He suggested that students with disabilities and Black students, especially males, were suspended far more often than their White…

  13. Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities.

    ERIC Educational Resources Information Center

    Stodden, Robert A.; Galloway, L. M.; Stodden, Norma Jean

    2003-01-01

    This article examines the complex needs of students with disabilities in learning rigorous standards-based curricula, the need of educators to teach this population standards-based curricula effectively, and the contextual factors that affect teaching and learning standards-based curricula in secondary schools. Exemplary and promising practices…

  14. Assessing Student Work.

    ERIC Educational Resources Information Center

    Harvard Univ., Cambridge, MA. Graduate School of Education.

    Rural Trust schools and communities embrace an education that values what is unique to a particular place in an effort to promote mutual school and community well-being. This local focus engages students academically, pairing real world relevance with intellectual rigor. It also develops skills that promote citizenship, such as decision making,…

  15. Effective Dropout Prevention and College Attendance Programs for Latino Students.

    ERIC Educational Resources Information Center

    Fashola, Olatokunbo S.; Slavin, Robert E.

    This paper reviews research related to effective secondary school programs aimed at dropout prevention and increasing college enrollment rates for at-risk Latino youth. The review identifies programs that have demonstrated a significant impact on dropout rates, college attendance, school performance, or related outcomes in rigorous evaluations;…

  16. Teacher and Student Perceptions on High School Science Flipped Classrooms: Educational Breakthrough or Media Hype?

    NASA Astrophysics Data System (ADS)

    Hunley, Rebecca C.

    For years educators have struggled to ensure students meet the rigors of state mandated tests. Challenges that often impede student success are student absences, school closings due to weather, and remediation for students who need additional help while advanced students can move ahead. Many educators, especially secondary math and science teachers, have responded to these issues by implementing a teaching strategy called the flipped classroom where students view lectures, power points, or podcasts outside of school and class time shifts to allow opportunities for collaborative learning. The purpose of this research was to evaluate teacher and student perceptions of high school flipped science classrooms. A qualitative phenomenological study was conducted to observe 3 high school science teachers from Georgia, North Carolina, and Tennessee selected through purposeful sampling who have used the flipped classroom method for a minimum of 2 years. Analysis of data from an online survey, direct observation, teacher interviews, and student focus groups helped to identify challenges and benefits of this teaching and learning strategy. Findings indicated that teachers find the flipped classroom beneficial to build student relationships but requires a significant amount of time to develop. Mixed student reactions revealed benefits of a flipped classroom as a successful learning tool for current and future endeavors for college or career preparation.

  17. Using Small-Scale Randomized Controlled Trials to Evaluate the Efficacy of New Curricular Materials

    PubMed Central

    Bass, Kristin M.; Stark, Louisa A.

    2014-01-01

    How can researchers in K–12 contexts stay true to the principles of rigorous evaluation designs within the constraints of classroom settings and limited funding? This paper explores this question by presenting a small-scale randomized controlled trial (RCT) designed to test the efficacy of curricular supplemental materials on epigenetics. The researchers asked whether the curricular materials improved students’ understanding of the content more than an alternative set of activities. The field test was conducted in a diverse public high school setting with 145 students who were randomly assigned to a treatment or comparison condition. Findings indicate that students in the treatment condition scored significantly higher on the posttest than did students in the comparison group (effect size: Cohen's d = 0.40). The paper discusses the strengths and limitations of the RCT, the contextual factors that influenced its enactment, and recommendations for others wishing to conduct small-scale rigorous evaluations in educational settings. Our intention is for this paper to serve as a case study for university science faculty members who wish to employ scientifically rigorous evaluations in K–12 settings while limiting the scope and budget of their work. PMID:25452482

  18. Gender equity in STEM: The role of dual enrollment science courses in selecting a college major

    NASA Astrophysics Data System (ADS)

    Persons, Christopher Andrew

    A disproportionately low number of women, despite rigorous high school preparation and evidenced interest in STEM through voluntary participation in additional coursework, declare a STEM-related college major. The result of this drop in participation in STEM-related college majors is a job market flooded with men and the support of an incorrect stereotype: STEM is for men. This research seeks to assess the effects, if any, that Dual Enrollment (DE) science courses have on students' self-identified intent to declare a STEM-related college major as well as the respective perceptions of both male and female students. Self-Determination Theory and Gender Equity Framework were used respectively as the theoretical frames. High school students from six schools in two district participated in an online survey and focus groups in this mixed methods study. The results of the research identified the role the DE course played in their choice of college major, possible interventions to correct the underrepresentation, and societal causes for the stereotype.

  19. A Rigorous Review of Global Research Evidence on Policy and Practice on School-Related Gender-Based Violence

    ERIC Educational Resources Information Center

    Parkes, Jenny; Heslop, Jo; Ross, Freya Johnson; Westerveld, Rosie; Unterhalter, Elaine

    2016-01-01

    Every day, girls and boys around the world face many forms of physical, sexual and psychological violence in and around schools. On too many occasions, such violence is tolerated by societies and institutions, including schools, and it is these forms of violence that contribute to the alarming numbers of girls and boys being excluded from schools…

  20. College and Career Readiness: Course Taking of Deaf and Hard-of-Hearing Secondary School Students

    ERIC Educational Resources Information Center

    Nagle, Katherine; Newman, Lynn A.; Shaver, Debra M.; Marschark, Marc

    2016-01-01

    As schools work to raise the number of students who leave secondary school ready for college and career by increasing both the number of academic courses required and the overall rigor of the curriculum, they must ensure that students with disabilities, including those who are deaf or hard of hearing (DHH), are not left behind. They can do this by…

  1. Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform. Summary. Issues & Answers. REL 2012-No. 123

    ERIC Educational Resources Information Center

    de la Torre, Marisa; Allensworth, Elaine; Jagesic, Sanja; Sebastian, James; Salmonowicz, Michael; Meyers, Coby; Gerdeman, R. Dean

    2012-01-01

    "Turning around" chronically low-performing schools is of increasing interest to educators and policymakers, as highlighted by the U.S. Department of Education's (2010) recent call to rapidly improve the nation's 5,000 lowest performing schools. Yet there is little rigorous research on changes in student populations and teacher workforce…

  2. Handbook of applied mathematics for engineers and scientists

    DOE Office of Scientific and Technical Information (OSTI.GOV)

    Kurtz, M.

    1991-12-31

    This book is intended to be reference for applications of mathematics in a wide range of topics of interest to engineers and scientists. An unusual feature of this book is that it covers a large number of topics from elementary algebra, trigonometry, and calculus to computer graphics and cybernetics. The level of mathematics covers high school through about the junior level of an engineering curriculum in a major univeristy. Throughout, the emphasis is on applications of mathematics rather than on rigorous proofs.

  3. Using high speed smartphone cameras and video analysis techniques to teach mechanical wave physics

    NASA Astrophysics Data System (ADS)

    Bonato, Jacopo; Gratton, Luigi M.; Onorato, Pasquale; Oss, Stefano

    2017-07-01

    We propose the use of smartphone-based slow-motion video analysis techniques as a valuable tool for investigating physics concepts ruling mechanical wave propagation. The simple experimental activities presented here, suitable for both high school and undergraduate students, allows one to measure, in a simple yet rigorous way, the speed of pulses along a spring and the period of transverse standing waves generated in the same spring. These experiments can be helpful in addressing several relevant concepts about the physics of mechanical waves and in overcoming some of the typical student misconceptions in this same field.

  4. Rigorously Assessing Whether the Data Backs the Back School

    PubMed Central

    Vinh, David T.; Johnson, Craig W.; Phelps, Cynthia L.

    2003-01-01

    A rigorous between-subjects methodology employing independent random samples and having broad clinical applicability was designed and implemented to evaluate the effectiveness of back safety and patient transfer training interventions for both hospital nurses and nursing assistants. Effects upon self-efficacy, cognitive, and affective measures are assessed for each of three back safety procedures. The design solves the problem of obtaining randomly assigned independent controls where all experimental subjects must participate in the training interventions. PMID:14728544

  5. Vocabulary Intervention Discourse in Special Education Classroom: What Word?

    ERIC Educational Resources Information Center

    Kim, Joyce Junghee

    2017-01-01

    The Every Student Succeeds Act (ESSA, 2015), which replaced the federal government's education policy called the No Child Left Behind Act (NCLB, 2002), takes full effect in the 2017-2018 school year with renewed focus on accountability systems established by each state. States must have for their middle schools rigorous accountability systems in…

  6. Conducting Rigorous Survey Research in the Study of School-Based Consultation

    ERIC Educational Resources Information Center

    Hazel, Cynthia E.; Newman, Daniel S.; Barrett, Courtenay A.

    2016-01-01

    The evidence base for school-based consultation practice and training is limited by a small number of studies, possibly due to unique challenges in researching consultation. For example, there are myriad variables to measure and idiosyncratic cultural and contextual factors to account for when investigating what works, for whom, and in what…

  7. Preparing and Supporting Black Students to Enroll and Achieve in Advanced Mathematics Classes in Middle School: A Case Study

    ERIC Educational Resources Information Center

    Cobbs, Joyce Bernice

    2014-01-01

    The literature on minority student achievement indicates that Black students are underrepresented in advanced mathematics courses. Advanced mathematics courses offer students the opportunity to engage with challenging curricula, experience rigorous instruction, and interact with quality teachers. The middle school years are particularly…

  8. School Psychology as a Relational Enterprise: The Role and Process of Qualitative Methodology

    ERIC Educational Resources Information Center

    Newman, Daniel S.; Clare, Mary M.

    2016-01-01

    The purpose of this article is to explore the application of qualitative research to establishing a more complete understanding of relational processes inherent in school psychology practice. We identify the building blocks of rigorous qualitative research design through a conceptual overview of qualitative paradigms, methodologies, methods (i.e.,…

  9. Gaining Ground in the Middle Grades. Education Outlook. No. 1

    ERIC Educational Resources Information Center

    Williams, Trish; Rosin, Matthew; Kirst, Michael W.

    2011-01-01

    Educators and policymakers have debated in recent years how best to improve academic performance in the middle grades. In the absence of outcomes-based research about what works, school districts have reshuffled grade configurations, bolstered their focus on "academic rigor," and worked to ensure that students are engaged in school as…

  10. Closing the Achievement Gap Means Transformation

    ERIC Educational Resources Information Center

    Colgren, Chris; Sappington, Neil E.

    2015-01-01

    Educating students in public schools has never been at a higher priority. As this nation enters the informational-based economy public schools are going to be required to educate far more students at a higher and more rigorous level. Inspired by theories of educational equity, this study sought to explore the problem that not all students in…

  11. Schools and Leadership in Transition: The Case of Scandinavia

    ERIC Educational Resources Information Center

    Moos, Lejf; Moller, Jorunn

    2003-01-01

    This article will set the context of democratic leadership in Scandinavian countries. This concept will be discussed in a dual perspective. On the one hand there are pressures to transform the governing of the schools towards a more "rigorous" form of New Public Management (NPM) with models of leadership/management from the world of…

  12. Garfield Latin Grammar Magnet Elementary Schools: 1990-1991. Formative Evaluation.

    ERIC Educational Resources Information Center

    Robinson-Lewis, G.

    The second year of implementation of the Garfield Latin Grammar Magnet Elementary School in Kansas City, Missouri, is reported. The Latin grammar program operates in a traditional setting that includes strong emphasis on discipline and behavior, systemative and rigorous homework policies, and the strong commitment of staff, students, and parents.…

  13. Best of Both Worlds: How Massachusetts Vocational Schools Are Preparing Students for College and Careers

    ERIC Educational Resources Information Center

    Bayerl, Katie

    2015-01-01

    "Best of Both Worlds: How Massachusetts Vocational Schools are Preparing Students for College and Careers," highlights the state's policies that promote strong programming. Massachusetts encourages the completion of MassCore, the state's college- and career-ready course of study, incentivizes rigorous academic standards through school…

  14. Research on the Impact of School Facilities on Students and Teachers: A Summary of Studies Published since 2000

    ERIC Educational Resources Information Center

    21st Century School Fund, 2009

    2009-01-01

    There has been a slow but steady increase of research on the impact of public school facilities on educational achievement and community outcomes and of the rigor of the research. This summary of studies is part of a larger literature review conducted by the 21st Century School Fund with funding from the Charitable Trust of the Council on…

  15. Using Mindfulness to Build a Transformative School Culture: A Phenomenological Study of Elementary School Principals Who Create an Atmosphere of Academic Rigor and Teacher Effectiveness

    ERIC Educational Resources Information Center

    FitzGerald, Susan

    2012-01-01

    This study focused on the motivations and discernment leading to the transformational leadership approach and showed there is continuing momentum in the area towards mindful engagement to build trust in a school culture. The purpose of the study was to investigate how transformational leaders build a culture through trust and commitment within a…

  16. Research that Helps Move Us Closer to a World where Each Child Thrives

    PubMed Central

    Diamond, Adele

    2015-01-01

    Schools are curtailing programs in arts, physical exercise, and play so more time and resources can be devoted to academic instruction. Yet indications are that the arts (e.g., music, dance, or theatre) and physical activity (e.g., sports, martial arts, or youth circus) are crucial for all aspects of children’s development – including success in school. Thus in cutting those activities, schools may be impeding academic success, not aiding it. Correlational and retrospective studies have laid the groundwork, as have moving personal accounts, case studies, and theoretical arguments. The time is ripe for rigorous studies to investigate causality (Do arts and physical activities actually produce academic benefits or would kids in those activities have succeeded anyway?) and what characteristics of programs account for the benefits. Instead of simply claiming that the arts and/or physical activities can transform kids’ lives, that needs to be demonstrated, and granting agencies need to be more open to funding rigorous research of real-world arts and physical-activity programs. PMID:26635510

  17. Science curriculum effects in high school: A quantitative synthesis

    NASA Astrophysics Data System (ADS)

    Weinstein, Thomas; Boulanger, F. David; Walberg, Herbert J.

    To assess the impact of the innovative precollege science curricula of the past twenty years on learning, a search was conducted using the computer-assisted Bibliographic Retrieval System (BRS), the ERIC Annual Summaries of Research in Science Education, and Dissertation Abstracts International. A total of 151 effect sizes were obtained from 33 studies representing 19,149 junior and senior high school students in the United States, Great Britain, and Israel. Study-weighted analysis yielded an overall mean effect size of 0.31 significantly favorable to the innovative curricula [t(25) = 2.183, p < 0.05] on all outcomes. Student performance in innovative curricula averaged in the 62nd percentile relative to the control norm. Tabulation of signed comparisons indicated that sixty-four out of eighty-one unweighted outcomes were favorable to the innovative curricula. Separate analyses for test content bias, methodological rigor, type of learning, and student characteristics showed no significant differences across these categories.

  18. Professional Practice, Student Surveys, and Value-Added: Multiple Measures of Teacher Effectiveness in the Pittsburgh Public Schools. REL 2014-024

    ERIC Educational Resources Information Center

    Chaplin, Duncan; Gill, Brian; Thompkins, Allison; Miller, Hannah

    2014-01-01

    Responding to federal and state prompting, school districts across the country are implementing new teacher evaluation systems that aim to increase the rigor of evaluation ratings, better differentiate effective teaching, and support personnel and staff development initiatives that promote teacher effectiveness and ultimately improve student…

  19. Self-Management for Primary School Students Demonstrating Problem Behavior in Regular Classrooms: Evidence Review of Single-Case Design Research

    ERIC Educational Resources Information Center

    Busacca, Margherita L.; Anderson, Angelika; Moore, Dennis W.

    2015-01-01

    This review evaluates self-management literature targeting problem behaviors of primary school students in general education settings. Thirty-one single-case design studies met inclusion criteria, of which 16 demonstrated adequate methodological rigor, according to What Works Clearinghouse (WWC) design standards. Visual analysis and WWC…

  20. How to Implement Rigorous Computer Science Education in K-12 Schools? Some Answers and Many Questions

    ERIC Educational Resources Information Center

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.

    2015-01-01

    Aiming to collect various concepts, approaches, and strategies for improving computer science education in K-12 schools, we edited this second special issue of the "ACM TOCE" journal. Our intention was to collect a set of case studies from different countries that would describe all relevant aspects of specific implementations of…

  1. Random Assignment within Schools: Lessons Learned from the Teach for America Experiment

    ERIC Educational Resources Information Center

    Glazerman, Steven

    2012-01-01

    Randomized trials are a common way to provide rigorous evidence on the impacts of education programs. This article discusses the trade-offs associated with study designs that involve random assignment of students within schools and describes the experience from one such study of Teach for America (TFA). The TFA experiment faced challenges with…

  2. Guidance and Advisement: Influences on Students' Motivation and Course-Taking Choices.

    ERIC Educational Resources Information Center

    Dunham, Catherine; Frome, Pamela

    The Southern Regional Education Board (SREB) is currently implementing two comprehensive school reform initiatives, Making Middle Grades Work (MMGW) and Making Schools Work (MSW). The purpose of both initiatives is to raise student achievement, and they both rest on the belief that all students can complete a rigorous program of studies at middle…

  3. When Nice Won't Suffice: Honest Discourse Is Key to Shifting School Culture

    ERIC Educational Resources Information Center

    MacDonald, Elisa

    2011-01-01

    The "culture of nice" is the underlying culture that inhibits a team of teachers from reaching a level of rigorous collaborative discourse where teachers are challenging each other's and their own thinking, beliefs, assumptions, and practice. This article discusses how honest discourse can be the key to shifting school culture. The act of…

  4. Early Intervention and Student Achievement

    ERIC Educational Resources Information Center

    Hormes, Mridula T.

    2009-01-01

    The United States Department of Education has been rigorous in holding all states accountable with regard to student achievement. The No Child Left Behind Act of 2001 clearly laid out federal mandates for all schools to follow. K-12 leaders of public schools are very aware of the fact that results in terms of student achievement need to improve…

  5. Executive Control Goes to School: Implications of Preschool Executive Performance for Observed Elementary Classroom Learning Engagement

    ERIC Educational Resources Information Center

    Nelson, Timothy D.; Nelson, Jennifer Mize; James, Tiffany D.; Clark, Caron A. C.; Kidwell, Katherine M.; Espy, Kimberly Andrews

    2017-01-01

    The transition to elementary school is accompanied by increasing demands for children to regulate their attention and behavior within the classroom setting. Executive control (EC) may be critical for meeting these demands; however, few studies have rigorously examined the association between EC and observed classroom behavior. This study examined…

  6. Impacts of the Boston Prekindergarten Program on the School Readiness of Young Children with Special Needs

    ERIC Educational Resources Information Center

    Weiland, Christina

    2016-01-01

    Theory and empirical work suggest inclusion preschool improves the school readiness of young children with special needs, but only 2 studies of the model have used rigorous designs that could identify causality. The present study examined the impacts of the Boston Public prekindergarten program-which combined proven language, literacy, and…

  7. Slow off the Mark: Elementary School Teachers and the Crisis in STEM Education

    ERIC Educational Resources Information Center

    Epstein, Diana; Miller, Raegen T.

    2011-01-01

    Prospective teachers can typically obtain a license to teach elementary school without taking a rigorous college-level STEM class such as calculus, statistics, or chemistry, and without demonstrating a solid grasp of mathematics knowledge, scientific knowledge, or the nature of scientific inquiry. This is not a recipe for ensuring students have…

  8. Manufacturing Educational Change: Impact Evaluation of the Lansing Area Manufacturing Partnership Pilot Program. Executive Summary.

    ERIC Educational Resources Information Center

    MacAllum, Keith; Taylor, Susan Hubbard; Johnson, Amy Bell

    The Lansing Area Manufacturing Partnership (LAMP) is an academically rigorous, business/labor-driven school-to-career program in Lansing, Michigan, that includes business, union, school, and parent partners and provides participating students with work-based learning experiences for 2.5 hours every day throughout their senior year. LAMP's…

  9. CTE Policy Past, Present, and Future: Driving Forces behind the Evolution of Federal Priorities

    ERIC Educational Resources Information Center

    Imperatore, Catherine; Hyslop, Alisha

    2017-01-01

    Federal legislation has driven and been receptive to the vision of a rigorous, relevant career and technical education (CTE) system integrated with academics and aligned across middle school, secondary school, and postsecondary education. This article uses a social policy analysis approach to trace the history of federal CTE policy throughout the…

  10. Integrated Services: Key to Academic Success. coNCepts. Issue 1, Winter 2008

    ERIC Educational Resources Information Center

    White, April D., Ed.

    2008-01-01

    In order to be competitive in today's world, it is necessary for North Carolina to have a well-educated workforce. Quality schools, including effective leadership, excellent teachers, and improved academic standards and rigor, are a significant factor in these endeavors. However, good schooling starts well before a student ever steps foot into a…

  11. Measuring Principal Performance: How Rigorous Are Commonly Used Principal Performance Assessment Instruments? A Quality School Leadership Issue Brief. Revised

    ERIC Educational Resources Information Center

    Condon, Christopher; Clifford, Matthew

    2012-01-01

    Assessing school principal performance is both necessary and challenging. During the past five years, many states have begun using validated measures in summative assessments of novice principal competency as a basis for certification decisions. Although standardized tests are used for certification purposes, other types of assessments are being…

  12. Gathering Evidence on an After-School Supplemental Instruction Program: Design Challenges and Early Findings in Light of NCLB

    ERIC Educational Resources Information Center

    Chatterji, Madhabi; Kwon, Young Ae; Sng, Clarice

    2006-01-01

    The No Child Left Behind (NCLB) Act of 2001 requires that public schools adopt research-supported programs and practices, with a strong recommendation for randomized controlled trials (RCTs) as the "gold standard" for scientific rigor in empirical research. Within that policy framework, this paper compares the relative utility of…

  13. School psychology recruitment research characteristics and implications for increasing racial and ethnic diversity.

    PubMed

    Proctor, Sherrie L; Romano, Maria

    2016-09-01

    Shortages of school psychologists and the underrepresentation of minorities in school psychology represent longstanding concerns. Scholars recommend that one way to address both issues is to recruit individuals from racially and ethnically diverse backgrounds into school psychology. The purpose of this study was to explore the characteristics and minority focused findings of school psychology recruitment studies conducted from 1994 to 2014. Using an electronic search that included specified databases, subject terms and study inclusion criteria along with a manual search of 10 school psychology focused journals, the review yielded 10 published, peer-reviewed recruitment studies focused primarily on school psychology over the 20-year span. Two researchers coded these 10 studies using a rigorous coding process that included a high level of inter rater reliability. Results suggest that the studies utilized varied methodologies, primarily sampled undergraduate populations, and mostly included White participants. Five studies focused on minority populations specifically. These studies indicate that programs should actively recruit minority undergraduates and offer financial support to attract minority candidates. Implications suggest a need for more recruitment research focused on minority populations and the implementation and evaluation of minority recruitment models. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  14. Exploring the Concern about Food Allergies among Secondary School and University Students in Ontario, Canada: A Descriptive Analysis.

    PubMed

    Majowicz, Shannon E; Jung, James K H; Courtney, Sarah M; Harrington, Daniel W

    2017-01-01

    Our objective was to explore the perceived risk of food allergies among students in Ontario, Canada. We analyzed blinding questions ("I am concerned about food allergies"; "food allergies are currently a big threat to my health") from three existing food safety surveys, given to high school and university undergraduate students ( n = 3,451) circa February 2015, using descriptive analysis, and explored how concern related to demographics and self-reported cooking ability using linear regression. Overall, high school students were neutral in their concern, although Food and Nutrition students specifically were significantly less concerned ( p = 0.002) than high school students overall. University undergraduates were moderately unconcerned about food allergies. Concern was highest in younger students, decreasing between 13 and 18 years of age and plateauing between 19 and 23 years. Among students aged 13-18 years, concern was higher among those who worked or volunteered in a daycare and who had previously taken a food preparation course. Among students aged 19-23 years, concern was higher among females and those with less advanced cooking abilities. Concern was significantly correlated with perceiving food allergies as a personal threat. This study offers a first exploration of perceived risk of food allergies among this demographic and can guide future, more rigorous assessments.

  15. Knowledge of students attending a high school in Pretoria, South Africa, on diet, nutrition and exercise.

    PubMed

    Letlape, S V; Mokwena, K; Oguntibeju, O O

    2010-12-01

    The objective of this study was to ascertain the knowledge of students on the composition of a healthy diet, daily nutritional requirements and the importance of regular exercise. A cross-sectional survey using a self-administered questionnaire with closed and open-ended questions to assess students 'knowledge on diet, nutrition and exercise was conducted. The study group were students of Tswaing High School in Pretoria, South Africa, who were in attendance on a particular day when the study was conducted and who consented to participate in the study Only 500 students of the school participated in the study Results showed that 77% of the students do not have adequate knowledge on diet, nutrition and exercise while 23% of the students showed satisfactory knowledge. Approximately 26% and 16% of the students reported that they participated in rigorous and moderate exercise respectively The study also showed that the majority of the students were however not engaged in physical activities. Students at Tswaing High School do not have adequate knowledge on nutrition, diet and exercise. Their views on what exercise entails were found not to be satisfactory. Programmes/ information or seminars that could assist to inform students on the importance of diet and exercise are therefore suggested.

  16. A school-based resilience intervention to decrease tobacco, alcohol and marijuana use in high school students

    PubMed Central

    2011-01-01

    Background Despite schools theoretically being an ideal setting for accessing adolescents and preventing initiation of substance use, there is limited evidence of effective interventions in this setting. Resilience theory provides one approach to achieving such an outcome through improving adolescent mental well-being and resilience. A study was undertaken to examine the potential effectiveness of such an intervention approach in improving adolescent resilience and protective factor scores; and reducing the prevalence of adolescent tobacco, alcohol and marijuana use in three high schools. Methods A non-controlled before and after study was undertaken. Data regarding student resilience and protective factors, and measures of tobacco, alcohol and marijuana use were collected from grade 7 to 10 students at baseline (n = 1449) and one year following a three year intervention (n = 1205). Results Significantly higher resilience and protective factors scores, and significantly lower prevalence of substance use were evident at follow up. Conclusions The results suggest that the intervention has the potential to increase resilience and protective factors, and to decrease the use of tobacco, alcohol and marijuana by adolescents. Further more rigorous research is required to confirm this potential. PMID:21942951

  17. Time-lapse and slow-motion tracking of temperature changes: response time of a thermometer

    NASA Astrophysics Data System (ADS)

    Moggio, L.; Onorato, P.; Gratton, L. M.; Oss, S.

    2017-03-01

    We propose the use of a smartphone based time-lapse and slow-motion video techniques together with tracking analysis as valuable tools for investigating thermal processes such as the response time of a thermometer. The two simple experimental activities presented here, suitable also for high school and undergraduate students, allow one to measure in a simple yet rigorous way the response time of an alcohol thermometer and show its critical dependence on the properties of the surrounding environment giving insight into instrument characteristics, heat transfer and thermal equilibrium concepts.

  18. Collaborative evaluation of a high school prevention curriculum: How methods of collaborative evaluation enhanced a randomized control trial to inform program improvement.

    PubMed

    Orsini, Muhsin Michael; Wyrick, David L; Milroy, Jeffrey J

    2012-11-01

    Blending high-quality and rigorous research with pure evaluation practice can often be best accomplished through thoughtful collaboration. The evaluation of a high school drug prevention program (All Stars Senior) is an example of how perceived competing purposes and methodologies can coexist to investigate formative and summative outcome variables that can be used for program improvement. Throughout this project there were many examples of client learning from evaluator and evaluator learning from client. This article presents convincing evidence that collaborative evaluation can improve the design, implementation, and findings of the randomized control trial. Throughout this paper, we discuss many examples of good science, good evaluation, and other practical benefits of practicing collaborative evaluation. Ultimately, the authors created the term pre-formative evaluation to describe the period prior to data collection and before program implementation, when collaborative evaluation can inform program improvement. Copyright © 2012 Elsevier Ltd. All rights reserved.

  19. A randomized, controlled trial of a school-based intervention to reduce violence and substance use in predominantly Latino high school students.

    PubMed

    Shetgiri, Rashmi; Kataoka, Sheryl; Lin, Hua; Flores, Glenn

    2011-01-01

    Few studies have rigorously evaluated school-based interventions to reduce violence and substance use in high school students, especially Latinos. This study assessed the effects of a school-based program on reducing violence and substance use among primarily Latino high school students. Ninth-grade students at risk for violence and substance use were randomized to intervention or control groups. The intervention was based on an existing program developed for white and African American youth. Data on smoking, alcohol and drug use, fighting, and grades were collected at baseline and 4 and 8 months post enrollment. There were 55 students in the control and 53 in the intervention group; 74% of controls and 78% of intervention students were Latino. There were no significant changes in fighting, smoking, or alcohol or drug use, from baseline to 8-month follow-up, between the intervention and control group. Pre and post grade point average (GPA) decreased from 2.3 at baseline to 1.8 at follow-up (p<.01) in the intervention group, with no significant between-group changes in GPA from baseline to follow-up. This school-based program showed no reduction in violence or substance use. The findings suggest that a program targeting non-Latino youth may not be optimal for reducing violence and substance use in Latinos; greater attention to cultural appropriateness and racial/ethnic differences may be needed. There was a decrease in intervention-group GPA but no significant change compared with controls. Further studies of the impact of school-based substance use and violence prevention programs on academics, and the effectiveness of afterschool or community-based programs compared to school-based programs are needed.

  20. Effects of rigor status during high-pressure processing on the physical qualities of farm-raised abalone (Haliotis rufescens).

    PubMed

    Hughes, Brianna H; Greenberg, Neil J; Yang, Tom C; Skonberg, Denise I

    2015-01-01

    High-pressure processing (HPP) is used to increase meat safety and shelf-life, with conflicting quality effects depending on rigor status during HPP. In the seafood industry, HPP is used to shuck and pasteurize oysters, but its use on abalones has only been minimally evaluated and the effect of rigor status during HPP on abalone quality has not been reported. Farm-raised abalones (Haliotis rufescens) were divided into 12 HPP treatments and 1 unprocessed control treatment. Treatments were processed pre-rigor or post-rigor at 2 pressures (100 and 300 MPa) and 3 processing times (1, 3, and 5 min). The control was analyzed post-rigor. Uniform plugs were cut from adductor and foot meat for texture profile analysis, shear force, and color analysis. Subsamples were used for scanning electron microscopy of muscle ultrastructure. Texture profile analysis revealed that post-rigor processed abalone was significantly (P < 0.05) less firm and chewy than pre-rigor processed irrespective of muscle type, processing time, or pressure. L values increased with pressure to 68.9 at 300 MPa for pre-rigor processed foot, 73.8 for post-rigor processed foot, 90.9 for pre-rigor processed adductor, and 89.0 for post-rigor processed adductor. Scanning electron microscopy images showed fraying of collagen fibers in processed adductor, but did not show pressure-induced compaction of the foot myofibrils. Post-rigor processed abalone meat was more tender than pre-rigor processed meat, and post-rigor processed foot meat was lighter in color than pre-rigor processed foot meat, suggesting that waiting for rigor to resolve prior to processing abalones may improve consumer perceptions of quality and market value. © 2014 Institute of Food Technologists®

  1. 2014 Advanced Placement Exam Participation and Performance for Students in Montgomery County Public Schools and Public School Students in the State of Maryland and the Nation. Memorandum

    ERIC Educational Resources Information Center

    Sanderson, Geoffrey T.

    2014-01-01

    The continuing emphasis by Montgomery County (Maryland) Public Schools (MCPS) on rigorous course taking resulted in MCPS students taking a record-setting 33,662 Advanced Placement (AP) exams in 2014. Additionally, the percentage of AP exams taken by MCPS students who attained scores of 3 or higher (73.9 percent) was 13.0 and 16.7 percentage points…

  2. Australia's 1988 Bicentennial: National History and Multiculturalism in the Primary School Curriculum

    ERIC Educational Resources Information Center

    Sharp, Heather

    2012-01-01

    As in many countries, such as Germany, Turkey, the United States and Japan the history/culture wars of the past two decades have increased public interest in what is taught in schools. This has resulted in rigorous debates in the general community, encouraged and sustained through regular media coverage. Partly as a response to this, History has…

  3. The Development and Implementation of a Peer-Led Intervention to Prevent Smoking among Secondary School Students Using Their Established Social Networks

    ERIC Educational Resources Information Center

    Audrey, Suzanne; Cordall, Kathleen; Moore, Laurence; Cohen, David; Campbell, Rona

    2004-01-01

    Objective: To design, implement and evaluate a peer-led intervention to reduce smoking amongst secondary school students. Design: A health promotion intervention combining peer education with diffusion of innovation theory, to be rigorously evaluated by means of a cluster randomised controlled trial with concurrent process and economic…

  4. School Racial and Economic Composition & Math and Science Achievement. Research Brief No. 1. Updated

    ERIC Educational Resources Information Center

    Eaton, Susan

    2011-01-01

    This is the first in a series of three research briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, "Teachers College Record," edited by…

  5. The Impact of Racially Diverse Schools in a Democratic Society. Research Brief No. 3. Updated

    ERIC Educational Resources Information Center

    Eaton, Susan; Chirichigno, Gina

    2011-01-01

    This is the third in a series of briefs summarizing findings from the newest and most rigorous research related to racial and socioeconomic diversity in public schools. The studies on which this brief is based were published recently in three special issues of the peer-reviewed journal, "Teachers College Record," edited by Professors…

  6. The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications. CROCUS Working Paper.

    ERIC Educational Resources Information Center

    Gormley, William T., Jr.; Phillips, Deborah

    Oklahoma is one of three states to offer a free prekindergarten (pre-K) program to all students in participating school districts on a voluntary basis. Fortuitous circumstances in Tulsa, Oklahoma, the state's largest school district, permitted an unusually rigorous evaluation of the pre-K program in Tulsa. Because 4-year-olds beginning pre-K and…

  7. Test Scores Soar: A Comparision Study of 7th Grade Students with Disabilities Math Achievement in Full Inclusion and Self-Contained Special Education Programs

    ERIC Educational Resources Information Center

    Floyd, Donise

    2014-01-01

    Educational institutions are placing students with disabilities in inclusive programming to meet legislative requirements. School districts have been mandated to develop rigorous programs that can increase the academic achievement of students with disabilities, as well as their participation in general education classrooms. Many school districts,…

  8. Inside the "Black-Box" of Schools: Empirical Evidence on the Different Dimensions of Learning

    ERIC Educational Resources Information Center

    Boccardo, Jessica

    2013-01-01

    An emerging body of research has underscored the key role of factors other than academic scores, which influence students' learning. Small schools have been championed as a solution to the apparent dichotomy between an academic or non-academic focus. In Chapters 2 and 3, I use a rigorous research design to answer the question of whether small…

  9. Rigorous Mathematical Thinking Approach to Enhance Students’ Mathematical Creative and Critical Thinking Abilities

    NASA Astrophysics Data System (ADS)

    Hidayat, D.; Nurlaelah, E.; Dahlan, J. A.

    2017-09-01

    The ability of mathematical creative and critical thinking are two abilities that need to be developed in the learning of mathematics. Therefore, efforts need to be made in the design of learning that is capable of developing both capabilities. The purpose of this research is to examine the mathematical creative and critical thinking ability of students who get rigorous mathematical thinking (RMT) approach and students who get expository approach. This research was quasi experiment with control group pretest-posttest design. The population were all of students grade 11th in one of the senior high school in Bandung. The result showed that: the achievement of mathematical creative and critical thinking abilities of student who obtain RMT is better than students who obtain expository approach. The use of Psychological tools and mediation with criteria of intentionality, reciprocity, and mediated of meaning on RMT helps students in developing condition in critical and creative processes. This achievement contributes to the development of integrated learning design on students’ critical and creative thinking processes.

  10. RCT Testing Bystander Effectiveness to Reduce Violence.

    PubMed

    Coker, Ann L; Bush, Heather M; Cook-Craig, Patricia G; DeGue, Sarah A; Clear, Emily R; Brancato, Candace J; Fisher, Bonnie S; Recktenwald, Eileen A

    2017-05-01

    Bystander-based programs have shown promise to reduce interpersonal violence at colleges, yet limited rigorous evaluations have addressed bystander intervention effectiveness in high schools. This study evaluated the Green Dot bystander intervention to reduce sexual violence and related forms of interpersonal violence in 26 high schools over 5 years. A cluster RCT was conducted. Kentucky high schools were randomized to intervention or control (wait list) conditions. Green Dot-trained educators conducted schoolwide presentations and recruited student popular opinion leaders to receive bystander training in intervention schools beginning in Year 1. The primary outcome was sexual violence perpetration, and related forms of interpersonal violence victimization and perpetration were also measured using anonymous student surveys collected at baseline and annually from 2010 to 2014. Because the school was the unit of analysis, violence measures were aggregated by school and year and school-level counts were provided. A total of 89,707 students completed surveys. The primary, as randomized, analyses conducted in 2014-2016 included linear mixed models and generalized estimating equations to examine the condition-time interaction on violence outcomes. Slopes of school-level totals of sexual violence perpetration (condition-time, p<0.001) and victimization (condition-time, p<0.001) were different over time. During Years 3-4, when Green Dot was fully implemented, the mean number of sexual violent events prevented by the intervention was 120 in Intervention Year 3 and 88 in Year 4. For Year 3, prevalence rate ratios for sexual violence perpetration in the intervention relative to control schools were 0.83 (95% CI=0.70, 0.99) in Year 3 and 0.79 (95% CI=0.67, 0.94) in Year 4. Similar patterns were observed for sexual violence victimization, sexual harassment, stalking, and dating violence perpetration and victimization. Implementation of Green Dot in Kentucky high schools significantly decreased not only sexual violence perpetration but also other forms of interpersonal violence perpetration and victimization. Copyright © 2017 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  11. RCT Testing Bystander Effectiveness to Reduce Violence

    PubMed Central

    Coker, Ann L.; Bush, Heather M.; Cook-Craig, Patricia G.; DeGue, Sarah A.; Clear, Emily R.; Brancato, Candace J.; Fisher, Bonnie S.; Recktenwald, Eileen A.

    2017-01-01

    Introduction Bystander-based programs have shown promise to reduce interpersonal violence at colleges, yet limited rigorous evaluations have addressed bystander intervention effectiveness in high schools. This study evaluated the Green Dot bystander intervention to reduce sexual violence and related forms of interpersonal violence in 26 high schools over 5 years. Design A cluster RCT was conducted. Setting/participants Kentucky high schools were randomized to intervention or control (wait list) conditions. Intervention Green Dot–trained educators conducted schoolwide presentations and recruited student popular opinion leaders to receive bystander training in intervention schools beginning in Year 1. Main outcome measures The primary outcome was sexual violence perpetration, and related forms of interpersonal violence victimization and perpetration were also measured using anonymous student surveys collected at baseline and annually from 2010 to 2014. Because the school was the unit of analysis, violence measures were aggregated by school and year and school-level counts were provided. Results A total of 89,707 students completed surveys. The primary, as randomized, analyses conducted in 2014–2016 included linear mixed models and generalized estimating equations to examine the condition–time interaction on violence outcomes. Slopes of school-level totals of sexual violence perpetration (condition–time, p<0.001) and victimization (condition time, p<0.001) were different over time. During Years 3–4, when Green Dot was fully implemented, the mean number of sexual violent events prevented by the intervention was 120 in Intervention Year 3 and 88 in Year 4. For Year 3, prevalence rate ratios for sexual violence perpetration in the intervention relative to control schools were 0.83 (95% CI=0.70, 0.99) in Year 3 and 0.79 (95% CI=0.67, 0.94) in Year 4. Similar patterns were observed for sexual violence victimization, sexual harassment, stalking, and dating violence perpetration and victimization. Conclusions Implementation of Green Dot in Kentucky high schools significantly decreased not only sexual violence perpetration but also other forms of interpersonal violence perpetration and victimization. PMID:28279546

  12. Understanding immigrants, schooling, and school psychology: Contemporary science and practice.

    PubMed

    Frisby, Craig L; Jimerson, Shane R

    2016-06-01

    Immigration into the United States is a particularly salient topic of current contemporary educational, social, and political discussions. The school-related needs of immigrant children and youth can be well served by rigorous research and effective school psychology preservice training and preparation. This overview highlights key definitions, demographic statistics, and current resources related to immigration in U.S. society. This special topic section on understanding immigrants, schooling, and school psychology features articles relevant to this important topic. We conclude with a call for this effort to serve as a springboard for future discussions, scholarship, and school psychology training in preparing practitioners for serving children who are immigrants. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  13. 34 CFR 691.16 - Rigorous secondary school program of study.

    Code of Federal Regulations, 2010 CFR

    2010-07-01

    ... MATHEMATICS ACCESS TO RETAIN TALENT GRANT (NATIONAL SMART GRANT) PROGRAMS Application Procedures § 691.16..., 2009. (Approved by the Office of Management and Budget under control number 1845-0078] (Authority: 20 U...

  14. The challenges of staffing urban schools with effective teachers.

    PubMed

    Jacob, Brian A

    2007-01-01

    Brian Jacob examines challenges faced by urban districts in staffing their schools with effective teachers. He emphasizes that the problem is far from uniform. Teacher shortages are more severe in certain subjects and grades than others, and differ dramatically from one school to another. The Chicago public schools, for example, regularly receive roughly ten applicants for each teaching position. But many applicants are interested in specific schools, and district officials struggle to find candidates for highly impoverished schools. Urban districts' difficulty in attracting and hiring teachers, says Jacob, means that urban teachers are less highly qualified than their suburban counterparts with respect to characteristics such as experience, educational background, and teaching certification. But they may not thus be less effective teachers. Jacob cites recent studies that have found that many teacher characteristics bear surprisingly little relationship to student outcomes. Policies to enhance teacher quality must thus be evaluated in terms of their effect on student achievement, not in terms of conventional teacher characteristics. Jacob then discusses how supply and demand contribute to urban teacher shortages. Supply factors involve wages, working conditions, and geographic proximity between teacher candidates and schools. Urban districts have tried various strategies to increase the supply of teacher candidates (including salary increases and targeted bonuses) and to improve retention rates (including mentoring programs). But there is little rigorous research evidence on the effectiveness of these strategies. Demand also has a role in urban teacher shortages. Administrators in urban schools may not recognize or value high-quality teachers. Human resource departments restrict district officials from making job offers until late in the hiring season, after many candidates have accepted positions elsewhere. Jacob argues that urban districts must improve hiring practices and also reevaluate policies for teacher tenure so that ineffective teachers can be dismissed.

  15. Close Early Learning Gaps with Rigorous DAP

    ERIC Educational Resources Information Center

    Brown, Christopher P.; Mowry, Brian

    2015-01-01

    Rigorous DAP (developmentally appropriate practices) is a set of 11 principles of instruction intended to help close early childhood learning gaps. Academically rigorous learning environments create the conditions for children to learn at high levels. While academic rigor focuses on one dimension of education--academic--DAP considers the whole…

  16. Food and Beverage Marketing in Schools: A Review of the Evidence.

    PubMed

    Velazquez, Cayley E; Black, Jennifer L; Potvin Kent, Monique

    2017-09-12

    Despite growing interest from government agencies, non-governmental organizations and school boards in restricting or regulating unhealthy food and beverage marketing to children, limited research has examined the emerging knowledge base regarding school-based food and beverage marketing in high-income countries. This review examined current approaches for measuring school food and beverage marketing practices, and evidence regarding the extent of exposure and hypothesized associations with children's diet-related outcomes. Five databases (MEDLINE, Web of Science, CINAHL, Embase, and PsycINFO) and six grey literature sources were searched for papers that explicitly examined school-based food and beverage marketing policies or practices. Twenty-seven papers, across four high-income countries including Canada ( n = 2), Ireland ( n = 1), Poland ( n = 1) and United States ( n = 23) were identified and reviewed. Results showed that three main methodological approaches have been used: direct observation, self-report surveys, and in-person/telephone interviews, but few studies reported on the validity or reliability of measures. Findings suggest that students in the U.S. are commonly exposed to a broad array of food and beverage marketing approaches including direct and indirect advertising, although the extent of exposure varies widely across studies. More pervasive marketing exposure was found among secondary or high schools compared with elementary/middle schools and among schools with lower compared with higher socio-economic status. Three of five studies examining diet-related outcomes found that exposure to school-based food and beverage marketing was associated with food purchasing or consumption, particularly for minimally nutritious items. There remains a need for a core set of standard and universal measures that are sufficiently rigorous and comprehensive to assess the totality of school food and beverage marketing practices that can be used to compare exposure between study contexts and over time. Future research should examine the validity of school food and beverage marketing assessments and the impacts of exposure (and emerging policies that reduce exposure) on children's purchasing and diet-related knowledge, attitudes and behaviors in school settings.

  17. Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

    ERIC Educational Resources Information Center

    Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.; Mittermeir, Roland T.

    2014-01-01

    In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a…

  18. How Can Children with Mild Literacy Difficulties Be Supported at the Transition to Secondary School? A Small-Scale Quasi-Experimental Study

    ERIC Educational Resources Information Center

    Bark, Caroline; Brooks, Greg

    2016-01-01

    There is evidence that pupils with weak literacy skills struggle on transition to secondary school. Many experience a drop in attainment in the summer break between the two. A British government-funded programme of rigorously designed research on boosting literacy at transition had (by 2015) found only four of 15 interventions evaluated had…

  19. The Teacher as Co-Creator of Drama: A Phenomenological Study of the Experiences and Reflections of Irish Primary School Teachers

    ERIC Educational Resources Information Center

    McDonagh, Fiona; Finneran, Michael

    2017-01-01

    Classroom drama in the Irish primary school context remains a relatively new endeavour and is largely under-researched. The knowledge base for all aspects of teacher education should be informed by rigorous reflection on teachers' experiences in the classroom. This paper reports on a phenomenological study conducted with seven Irish primary school…

  20. Connecting Teachers and Students to the Natural World through "Operation Spider": An Aspirations Citizen Science Project

    ERIC Educational Resources Information Center

    Paige, Kathy; Lloyd, David; Zeegers, Yvonne; Roetman, Philip; Daniels, Chris; Hoekman, Brad; Linnell, Lisa; George, Ann-Louise; Szilassy, David

    2012-01-01

    This paper reports on a year-long citizen science project that focused on improving learning for students identified as most at risk of not succeeding at school. This project was one element of a broader university-based aspirations Initiative which aimed to engage students from low socio-economic schools in rigorous learning in order to increase…

  1. Reading Partners: The Implementation and Effectiveness of a One-on-One Tutoring Program Delivered by Community Volunteers. Policy Brief

    ERIC Educational Resources Information Center

    Jacob, Robin Tepper; Smith, Thomas J.; Willard, Jacklyn A.; Rifkin, Rachel E.

    2014-01-01

    This policy brief summarizes the positive results of a rigorous evaluation of Reading Partners, a widely used program that offers one-on-one tutoring provided by community volunteers to struggling readers in low-income elementary schools. A total of 1,265 students in 19 schools in three states were randomly assigned to receive Reading…

  2. The Participant Effects of Private School Vouchers across the Globe: A Meta-Analytic and Systematic Review

    ERIC Educational Resources Information Center

    Shakeel, M. Danish; Anderson, Kaitlin P.; Wolf, Patrick J.

    2016-01-01

    The objective of this meta-analysis is to rigorously assess the participant effects of private school vouchers, or in other words, to estimate the average academic impacts that the offer (or use) of a voucher has on a student. This review adds to the literature by being the first to systematically review all Randomized Control Trials (RCTs) in an…

  3. Facilitating long-term changes in student approaches to learning science.

    PubMed

    Buchwitz, Brian J; Beyer, Catharine H; Peterson, Jon E; Pitre, Emile; Lalic, Nevena; Sampson, Paul D; Wakimoto, Barbara T

    2012-01-01

    Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students' opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007-2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students' high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to "think like a scientist" and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula.

  4. Facilitating Long-Term Changes in Student Approaches to Learning Science

    PubMed Central

    Buchwitz, Brian J.; Beyer, Catharine H.; Peterson, Jon E.; Pitre, Emile; Lalic, Nevena; Sampson, Paul D.; Wakimoto, Barbara T.

    2012-01-01

    Undergraduates entering science curricula differ greatly in individual starting points and learning needs. The fast pace, high enrollment, and high stakes of introductory science courses, however, limit students’ opportunities to self-assess and modify learning strategies. The University of Washington's Biology Fellows Program (BFP) intervenes through a 20-session, premajors course that introduces students to the rigor expected of bioscience majors and assists their development as science learners. This study uses quantitative and qualitative approaches to assess whether the 2007–2009 BFP achieved its desired short- and long-term impacts on student learning. Adjusting for differences in students’ high school grade point average and Scholastic Aptitude Test scores, we found that participation in the BFP was associated with higher grades in two subsequent gateway biology courses, across multiple quarters and instructors. Two to 4 yr after participating in the program, students attributed changes in how they approached learning science to BFP participation. They reported having learned to “think like a scientist” and to value active-learning strategies and learning communities. In addition, they reported having developed a sense of belonging in bioscience communities. The achievement of long-term impacts for a short-term instructional investment suggests a practical means to prepare diverse students for the rigors of science curricula. PMID:22949424

  5. Rigor and academic achievement: Career academies versus traditional class structure

    NASA Astrophysics Data System (ADS)

    Kyees, Linda L.

    The purpose of this study was to determine if students who attended high school Career Academy classes, as part of Career and Technical Education, showed greater academic achievement than students who attended traditional high school classes. While all participants attended schools in the same school district, and were seeking the same goal of graduation with a standard diploma, the Career Academy students had the benefit of all classes being directed by a team of teachers who helped them connect their learning to their desired career through collaborative learning projects and assignments. The traditional high school classes taught each subject independent of other subjects and did not have specific connections to desired career goals of the students. The study used a causal-comparative research design and the participants included 1,142 students from 11th and 12th grades who attended 9 high schools in a diversely populated area of central Florida with 571 enrolled in the Career Academies and 571 enrolled in traditional classes. The 10th-grade FCAT scores served as the dependent variable. All students attended similar classes with similar content, making the primary variable the difference in academic gains between students participating in the Career Academy design and the traditional design classes. Using the Man-Whitney U Test resulted in the Career Academy group achieving the higher scores overall. This resulted in rejection of the first null-hypothesis. Further examination determined that the 10th-grade FCAT scores were greater for the average students group, which comprised the largest portion of the participant group, also resulted in rejection of the second null-hypothesis. The gifted and at-risk student group scores resulted in failure to reject the third and fourth null-hypotheses.

  6. Exercise-induced menstrual irregularities.

    PubMed

    Greene, J W

    1993-01-01

    Exercise of sufficient rigor, particularly when coupled by weight loss and dietary restriction, is capable of producing reversible disturbances of reproductive function in many otherwise healthy women. However, it is clear that there are many health benefits for women who exercise regularly and in moderation. These include improved cardiovascular status, increased bone mineral content, improvement of dysmenorrhea and premenstrual syndrome symptoms, and general stress reduction. In addition, the inclusion of young women in high school and college athletics has provided many new opportunities. With these new opportunities, however, have come new challenges for physicians in assisting these women in maintaining optimal health.

  7. Effectiveness of the Surviving the Teens® Suicide Prevention and Depression Awareness Program: An Impact Evaluation Utilizing a Comparison Group

    ERIC Educational Resources Information Center

    Strunk, Catherine M.; King, Keith A.; Vidourek, Rebecca A.; Sorter, Michael T.

    2014-01-01

    Youth suicide is a serious public health issue in the United States. It is currently the third leading cause of death for youth aged 10 to 19. School-based prevention programs may be an effective method of educating youth and enhancing their help-seeking. Most school-based suicide prevention programs have not been rigorously evaluated for their…

  8. Behavioral management for children and adolescents: assessing the evidence.

    PubMed

    Johnson, Melissa H; George, Preethy; Armstrong, Mary I; Lyman, D Russell; Dougherty, Richard H; Daniels, Allen S; Ghose, Sushmita Shoma; Delphin-Rittmon, Miriam E

    2014-05-01

    Behavioral management services for children and adolescents are important components of the mental health service system. Behavioral management is a direct service designed to help develop or maintain prosocial behaviors in the home, school, or community. This review examined evidence for the effectiveness of family-centered, school-based, and integrated interventions. Literature reviews and individual studies published from 1995 through 2012 were identified by searching PubMed, PsycINFO, Applied Social Sciences Index and Abstracts, Sociological Abstracts, Social Services Abstracts, Published International Literature on Traumatic Stress, the Educational Resources Information Center, and the Cumulative Index to Nursing and Allied Health Literature. Authors chose from three levels of evidence (high, moderate, and low) based on benchmarks for the number of studies and quality of their methodology. They also described the evidence of service effectiveness. The level of evidence for behavioral management was rated as high because of the number of well-designed randomized controlled trials across settings, particularly for family-centered and integrated family- and school-based interventions. Results for the effectiveness of behavioral management interventions were strong, depending on the type of intervention and mode of implementation. Evidence for school-based interventions as an isolated service was mixed, partly because complexities of evaluating group interventions in schools resulted in somewhat less rigor. Behavioral management services should be considered for inclusion in covered plans. Further research addressing the mechanisms of effect and specific populations, particularly at the school level, will assist in bolstering the evidence base for this important category of clinical intervention.

  9. A Scoping Review to Address the Culture of Concussion in Youth and High School Sports.

    PubMed

    Sarmiento, Kelly; Donnell, Zoe; Hoffman, Rosanne

    2017-10-01

    In 2013, the National Academy of Sciences emphasized the need to develop, implement, and evaluate effective large-scale educational strategies to improve the culture of concussion in youth and high school sports. In support of this recommendation, in this article we summarize research on factors that contribute to the culture of concussion. We conducted the literature search using 7 electronic databases. We used a scoping review method to identify studies that addressed knowledge, attitudes, behaviors, use of educational resources, and interventions related to concussion among young athletes, coaches, and parents. Of the 33 articles identified, most focused on concussion education (N = 15), followed by knowledge (N = 13), behaviors (N = 13), and attitudes (N = 5). Three studies addressed multiple study populations. The rapid spread of concussion education and awareness efforts has outpaced research on effective strategies to improve knowledge, attitudes, and behaviors that contribute to the culture of concussion. Further research is critical to inform the development and implementation of large-scale educational efforts. This research should incorporate rigorous study designs; be inclusive of diverse ages, socioeconomic status, and racial/ethnic groups; and examine opportunities to improve behavioral outcomes around concussion prevention, reporting, and management. © 2017, American School Health Association.

  10. An analysis of high-performing science students' preparation for collegiate science courses

    NASA Astrophysics Data System (ADS)

    Walter, Karen

    This mixed-method study surveyed first year high-performing science students who participated in high-level courses such as International Baccalaureate (IB), Advanced Placement (AP), and honors science courses in high school to determine their perception of preparation for academic success at the collegiate level. The study used 52 students from an honors college campus and surveyed the students and their professors. The students reported that they felt better prepared for academic success at the collegiate level by taking these courses in high school (p<.001). There was a significant negative correlation between perception of preparation and student GPA with honors science courses (n=55 and Pearson's r=-0.336), while AP courses (n=47 and Pearson's r=0.0016) and IB courses (n=17 and Pearson's r=-0.2716) demonstrated no correlation between perception of preparation and GPA. Students reported various themes that helped or hindered their perception of academic success once at the collegiate level. Those themes that reportedly helped students were preparedness, different types of learning, and teacher qualities. Students reported in a post-hoc experience that more lab time, rigorous coursework, better teachers, and better study techniques helped prepare them for academic success at the collegiate level. Students further reported on qualities of teachers and teaching that helped foster their academic abilities at the collegiate level, including teacher knowledge, caring, teaching style, and expectations. Some reasons for taking high-level science courses in high school include boosting GPA, college credit, challenge, and getting into better colleges.

  11. The role and impact of nurses in American elementary schools: a systematic review of the research.

    PubMed

    Lineberry, Michelle J; Ickes, Melinda J

    2015-02-01

    School nurses are tasked with the critical job of keeping students safe and well. Due to competing demands for resources in schools, the impact of school nurses must be demonstrated to secure their jobs. A systematic review of the literature from 1937 to 2013 was conducted to show the efficacy of school nursing activities in American elementary schools. While some studies of immunization compliance, attendance rates, body mass index screening, vision screening, and follow-up are promising, results are mixed and additional evidence is needed. The impact of school nurses on educational and health outcomes must continue to be evaluated and more rigorous evaluation methods should be explored. Suggestions for future research and collaborations are discussed. © The Author(s) 2014.

  12. The School Funding Controversy: Reality Bites.

    ERIC Educational Resources Information Center

    Greenwald, Rob; And Others

    1996-01-01

    In a November 1995 "Educational Leadership" article, Eric Hanushek claimed that neither educational spending nor class size affects student achievement. A rigorous reanalysis of the evidence, including Hanushek's own data, shows that resources matter. While increased spending will not automatically produce increased achievement, adequate…

  13. Investigating the Utility of a GPA Institutional Adjustment Index

    ERIC Educational Resources Information Center

    Didier, Thomas; Kreiter, Clarence D.; Buri, Russell; Solow, Catherine

    2006-01-01

    Background: Grading standards vary widely across undergraduate institutions. If, during the medical school admissions process, GPA is considered without reference to the institution attended, it will disadvantage applicants from undergraduate institutions employing rigorous grading standards. Method: A regression-based GPA institutional equating…

  14. Seeing the Light: Religious Colleges in Twenty-First-Century America

    ERIC Educational Resources Information Center

    Schuman, Samuel

    2009-01-01

    Samuel Schuman examines the place of religious colleges and universities, particularly evangelical Protestant institutions, in contemporary American higher education. Many faith-based schools are flourishing. They have rigorous academic standards, impressive student recruitment, ambitious philanthropic goals, and well-maintained campuses and…

  15. A New Approach to an Old Order.

    ERIC Educational Resources Information Center

    Rambhia, Sanjay

    2002-01-01

    Explains the difficulties middle school students face in algebra regarding the order of operations. Describes a more visual approach to teaching the order of operations so that students can better solve complex problems and be better prepared for the rigors of algebra. (YDS)

  16. CTE's Role in Urban Education. Issue Brief

    ERIC Educational Resources Information Center

    Association for Career and Technical Education (ACTE), 2012

    2012-01-01

    This Issue Brief explores the promising role that career and technical education programs play in addressing key student achievement issues facing urban schools. CTE programs engage urban students by providing rigorous and relevant coursework, fostering positive relationships, establishing clear pathways and connecting education and…

  17. International Baccalaureate Diploma Programme: Examining College Readiness

    ERIC Educational Resources Information Center

    Conley, David; McGaughy, Charis; Davis-Molin, Whitney; Farkas, Rachel; Fukuda, Erin

    2014-01-01

    The International Baccalaureate (IB) works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. This three-phase study prepared by the Educational Policy Improvement Center (EPIC) on behalf of the International Baccalaureate Organization explored the impact…

  18. Expanding the Reach of the Coastal Ocean Science Classroom to Teachers through Teleducation

    NASA Astrophysics Data System (ADS)

    Macko, S.; Szuba, T.

    2007-12-01

    In a first of its kind connectivity, using high speed internet connections, a summer class in Oceanography was live, interactively broadcast (teleducation) to Arcadia High School on the Eastern Shore of Virginia, allowing teachers in the Accomack County School District to receive university credit without leaving their home classrooms 250 miles from UVA. This project was an outreach and education program with a partner in the K-12 schools on the Eastern Shore of Virginia. It endeavored to build a community knowledgeable of the importance the ocean plays daily in our lives, and our own impact on the ocean. By establishing teleducation linkages with the Eastern Shore High Schools we were rigorously testing the live-Internet-based classroom with earth science teachers enabling them to remotely participate in University of Virginia classes in Oceanography. The classes were designed on a faculty development basis or to allow the teachers to acquire NSTA certification in Earth Science Education. While not without small problems of interruptions in connectivity or the occasional transmission of hardcopies of materials, the approach was seen to be extremely successful. The ability to reach school districts and teachers that are in more remote locations and with fewer resources is clearly supported by this venture. Currently we are planning to link multiple classrooms in the next iteration of this work, intending to offer the expanded classroom in more distant college-based classrooms where Ocean Sciences is a desired portion of the curriculum, but is presently only occasionally offered owing to limited resources.

  19. A School-Located Vaccination Adolescent Pilot Initiative in Chicago: Lessons Learned.

    PubMed

    Caskey, Rachel N; Macario, Everly; Johnson, Daniel C; Hamlish, Tamara; Alexander, Kenneth A

    2013-09-01

    Many adolescents underutilize preventive services and are underimmunized. To promote medical homes and increase immunization rates, we conceptualized and implemented a 3-year, 8-school pilot school-located vaccination collaborative program. We sought community, parent, and school nurse input the year prior to implementation. We selected schools with predominantly Medicaid-enrolled or Medicaid-eligible students to receive Vaccines For Children stock vaccines. Nurses employed by a mass immunizer delivered these vaccines at participating schools 3 times a year. Over 3 years, we delivered approximately 1800 vaccines at schools. School administrators, health centers, and neighboring private physicians generally welcomed the program. Parents did not express overt concerns about school-located vaccination. School nurses were not able to participate because of multiple school assignments. Obtaining parental consent via backpack mail was an inefficient process, and classroom incentives did not increase consent form return rate. The influenza vaccine had the most prolific uptake. The optimal time for administering vaccines was during regular school hours. Although school-located vaccination for adolescents is feasible, this is a paradigm shift for community members and thus accompanies challenges in implementation. High principal or school personnel turnover led to a consequent lack of institutional memory. It was difficult to communicate directly with parents. Because we were uncertain about the proportion of parents who received consent forms, we are exploring Internet-based and back-to-school registration options for making the consent form distribution and return process more rigorous. Securing an immunization champion at each school helped the immunization processes. Identifying a financially sustainable school-located vaccination model is critical for national expansion of school-located vaccination. © The Author 2013. Published by Oxford University Press on behalf of the Pediatric Infectious Diseases Society. All rights reserved. For Permissions, please e-mail: journals.permissions@oup.com.

  20. EarthLabs Modules: Engaging Students In Extended, Rigorous Investigations Of The Ocean, Climate and Weather

    NASA Astrophysics Data System (ADS)

    Manley, J.; Chegwidden, D.; Mote, A. S.; Ledley, T. S.; Lynds, S. E.; Haddad, N.; Ellins, K.

    2016-02-01

    EarthLabs, envisioned as a national model for high school Earth or Environmental Science lab courses, is adaptable for both undergraduate middle school students. The collection includes ten online modules that combine to feature a global view of our planet as a dynamic, interconnected system, by engaging learners in extended investigations. EarthLabs support state and national guidelines, including the NGSS, for science content. Four modules directly guide students to discover vital aspects of the oceans while five other modules incorporate ocean sciences in order to complete an understanding of Earth's climate system. Students gain a broad perspective on the key role oceans play in fishing industry, droughts, coral reefs, hurricanes, the carbon cycle, as well as life on land and in the seas to drive our changing climate by interacting with scientific research data, manipulating satellite imagery, numerical data, computer visualizations, experiments, and video tutorials. Students explore Earth system processes and build quantitative skills that enable them to objectively evaluate scientific findings for themselves as they move through ordered sequences that guide the learning. As a robust collection, EarthLabs modules engage students in extended, rigorous investigations allowing a deeper understanding of the ocean, climate and weather. This presentation provides an overview of the ten curriculum modules that comprise the EarthLabs collection developed by TERC and found at http://serc.carleton.edu/earthlabs/index.html. Evaluation data on the effectiveness and use in secondary education classrooms will be summarized.

  1. Neighborhood crime and school climate as predictors of elementary school academic quality: a cross-lagged panel analysis.

    PubMed

    McCoy, Dana Charles; Roy, Amanda L; Sirkman, Gabriel M

    2013-09-01

    Past research has found negative relationships between neighborhood structural disadvantage and students' academic outcomes. Comparatively little work has evaluated the associations between characteristics of neighborhoods and schools themselves. This study explored the longitudinal, reciprocal relationships between neighborhood crime and school-level academic achievement within 500 urban schools. Results revealed that higher neighborhood crime (and particularly violent crime) predicted decreases in school academic achievement across time. School climate emerged as one possible mechanism within this relationship, with higher neighborhood crime predicting decreases in socioemotional learning and safety, but not academic rigor. All three dimensions of school climate were predictive of changes in academic achievement. Although this research supports a primarily unidirectional hypothesis of neighborhoods' impacts on embedded settings, additional work is needed to understand these relationships using additional conceptualizations of neighborhood climate.

  2. Health policy and exercise: a brief BRFSS study and recommendations.

    PubMed

    Larson, James S; Winn, Mylon

    2010-03-01

    The Behavioral Risk Factor Surveillance Survey is used to compare three predictors of self-rated health, specifically exercise, tobacco smoking, and a diagnosis of diabetes (a proxy for obesity). Exercise is found to be the best predictor, and the remainder of the article discusses the role of exercise in disease prevention and the all-important concept of exercise adherence. Government policy in the future needs to promote exercise adherence in a more rigorous way, because it is a key to both individual and societal health. Exercise habits need to be instilled from youth, and physical education requirements in school need to be re-established at all levels through high school. Adults also need encouragement with better neighborhood planning of exercise trails for walking and biking, as well as planned community activities to encourage fitness through one's lifetime. The article concludes with six recommendations for formal government action to encourage exercise adherence.

  3. Tension Recovery following Ramp-Shaped Release in High-Ca and Low-Ca Rigor Muscle Fibers: Evidence for the Dynamic State of AMADP Myosin Heads in the Absence of ATP

    PubMed Central

    Sugi, Haruo; Yamaguchi, Maki; Ohno, Tetsuo; Kobayashi, Takakazu; Chaen, Shigeru; Okuyama, Hiroshi

    2016-01-01

    During muscle contraction, myosin heads (M) bound to actin (A) perform power stroke associated with reaction, AMADPPi → AM + ADP + Pi. In this scheme, A • M is believed to be a high-affinity complex after removal of ATP. Biochemical studies on extracted protein samples show that, in the AM complex, actin-binding sites are located at both sides of junctional peptide between 50K and 20K segments of myosin heavy chain. Recently, we found that a monoclonal antibody (IgG) to the junctional peptide had no effect on both in vitro actin-myosin sliding and skinned muscle fiber contraction, though it covers the actin-binding sites on myosin. It follows from this that, during muscle contraction, myosin heads do not pass through the static rigor AM configuration, determined biochemically and electron microscopically using extracted protein samples. To study the nature of AM and AMADP myosin heads, actually existing in muscle, we examined mechanical responses to ramp-shaped releases (0.5% of Lo, complete in 5ms) in single skinned rabbit psoas muscle fibers in high-Ca (pCa, 4) and low-Ca (pCa, >9) rigor states. The fibers exhibited initial elastic tension drop and subsequent small but definite tension recovery to a steady level. The tension recovery was present over many minutes in high-Ca rigor fibers, while it tended to decrease quickly in low-Ca rigor fibers. EDTA (10mM, with MgCl2 removed) had no appreciable effect on the tension recovery in high-Ca rigor fibers, while it completely eliminated the tension recovery in low-Ca rigor fibers. These results suggest that the AMADP myosin heads in rigor muscle have long lifetimes and dynamic properties, which show up as the tension recovery following applied release. Possible AM linkage structure in muscle is discussed in connection with the X-ray diffraction pattern from contracting muscle, which is intermediate between resting and rigor muscles. PMID:27583360

  4. Tension Recovery following Ramp-Shaped Release in High-Ca and Low-Ca Rigor Muscle Fibers: Evidence for the Dynamic State of AMADP Myosin Heads in the Absence of ATP.

    PubMed

    Sugi, Haruo; Yamaguchi, Maki; Ohno, Tetsuo; Kobayashi, Takakazu; Chaen, Shigeru; Okuyama, Hiroshi

    2016-01-01

    During muscle contraction, myosin heads (M) bound to actin (A) perform power stroke associated with reaction, AMADPPi → AM + ADP + Pi. In this scheme, A • M is believed to be a high-affinity complex after removal of ATP. Biochemical studies on extracted protein samples show that, in the AM complex, actin-binding sites are located at both sides of junctional peptide between 50K and 20K segments of myosin heavy chain. Recently, we found that a monoclonal antibody (IgG) to the junctional peptide had no effect on both in vitro actin-myosin sliding and skinned muscle fiber contraction, though it covers the actin-binding sites on myosin. It follows from this that, during muscle contraction, myosin heads do not pass through the static rigor AM configuration, determined biochemically and electron microscopically using extracted protein samples. To study the nature of AM and AMADP myosin heads, actually existing in muscle, we examined mechanical responses to ramp-shaped releases (0.5% of Lo, complete in 5ms) in single skinned rabbit psoas muscle fibers in high-Ca (pCa, 4) and low-Ca (pCa, >9) rigor states. The fibers exhibited initial elastic tension drop and subsequent small but definite tension recovery to a steady level. The tension recovery was present over many minutes in high-Ca rigor fibers, while it tended to decrease quickly in low-Ca rigor fibers. EDTA (10mM, with MgCl2 removed) had no appreciable effect on the tension recovery in high-Ca rigor fibers, while it completely eliminated the tension recovery in low-Ca rigor fibers. These results suggest that the AMADP myosin heads in rigor muscle have long lifetimes and dynamic properties, which show up as the tension recovery following applied release. Possible AM linkage structure in muscle is discussed in connection with the X-ray diffraction pattern from contracting muscle, which is intermediate between resting and rigor muscles.

  5. The Chancellor's Model School Project (CMSP)

    NASA Technical Reports Server (NTRS)

    Lopez, Gil

    1999-01-01

    What does it take to create and implement a 7th to 8th grade middle school program where the great majority of students achieve at high academic levels regardless of their previous elementary school backgrounds? This was the major question that guided the research and development of a 7-year long project effort entitled the Chancellor's Model School Project (CMSP) from September 1991 to August 1998. The CMSP effort conducted largely in two New York City public schools was aimed at creating and testing a prototype 7th and 8th grade model program that was organized and test-implemented in two distinct project phases: Phase I of the CMSP effort was conducted from 1991 to 1995 as a 7th to 8th grade extension of an existing K-6 elementary school, and Phase II was conducted from 1995 to 1998 as a 7th to 8th grade middle school program that became an integral part of a newly established 7-12th grade high school. In Phase I, the CMSP demonstrated that with a highly structured curriculum coupled with strong academic support and increased learning time, students participating in the CMSP were able to develop a strong foundation for rigorous high school coursework within the space of 2 years (at the 7th and 8th grades). Mathematics and Reading test score data during Phase I of the project, clearly indicated that significant academic gains were obtained by almost all students -- at both the high and low ends of the spectrum -- regardless of their previous academic performance in the K-6 elementary school experience. The CMSP effort expanded in Phase II to include a fully operating 7-12 high school model. Achievement gains at the 7th and 8th grade levels in Phase II were tempered by the fact that incoming 7th grade students' academic background at the CMSP High School was significantly lower than students participating in Phase 1. Student performance in Phase II was also affected by the broadening of the CMSP effort from a 7-8th grade program to a fully functioning 7-12 high school which as a consequence lessened the focus and structure available to the 7-8th grade students and teachers -- as compared to Phase I. Nevertheless, the CMSP does represent a unique curriculum model for 7th and 8th grade students in urban middle schools. Experience in both Phase I and Phase II of the project allowed the CMSP to be developed and tested along the broad range of parameters and characteristics that embody an operating public school in an urban environment.

  6. Life on the Oregon Trail.

    ERIC Educational Resources Information Center

    Middle Level Learning: Teaching and Learning Social Studies in the Middle Grades, 1998

    1998-01-01

    This supplement to "Social Education" and "Social Studies & the Young Learner" seeks to support creative and rigorous social studies teaching in middle schools. The articles show how students can revisit the Oregon Trail through the diaries of children, learn about the five themes of geography (location, place,…

  7. Multiplying Physics Enrollment-Strategies That Work.

    ERIC Educational Resources Information Center

    Lapp, David R.

    1996-01-01

    Presents strategies aimed at increasing physics enrollment by creating and advertising a physics program that appeals to the majority of students but sacrifices neither rigor nor content. Involves extensively publicizing the class at school and moving the course out of the classroom and into the home. (JRH)

  8. Food and Beverage Marketing in Schools: A Review of the Evidence

    PubMed Central

    Velazquez, Cayley E.; Potvin Kent, Monique

    2017-01-01

    Despite growing interest from government agencies, non-governmental organizations and school boards in restricting or regulating unhealthy food and beverage marketing to children, limited research has examined the emerging knowledge base regarding school-based food and beverage marketing in high-income countries. This review examined current approaches for measuring school food and beverage marketing practices, and evidence regarding the extent of exposure and hypothesized associations with children’s diet-related outcomes. Five databases (MEDLINE, Web of Science, CINAHL, Embase, and PsycINFO) and six grey literature sources were searched for papers that explicitly examined school-based food and beverage marketing policies or practices. Twenty-seven papers, across four high-income countries including Canada (n = 2), Ireland (n = 1), Poland (n = 1) and United States (n = 23) were identified and reviewed. Results showed that three main methodological approaches have been used: direct observation, self-report surveys, and in-person/telephone interviews, but few studies reported on the validity or reliability of measures. Findings suggest that students in the U.S. are commonly exposed to a broad array of food and beverage marketing approaches including direct and indirect advertising, although the extent of exposure varies widely across studies. More pervasive marketing exposure was found among secondary or high schools compared with elementary/middle schools and among schools with lower compared with higher socio-economic status. Three of five studies examining diet-related outcomes found that exposure to school-based food and beverage marketing was associated with food purchasing or consumption, particularly for minimally nutritious items. There remains a need for a core set of standard and universal measures that are sufficiently rigorous and comprehensive to assess the totality of school food and beverage marketing practices that can be used to compare exposure between study contexts and over time. Future research should examine the validity of school food and beverage marketing assessments and the impacts of exposure (and emerging policies that reduce exposure) on children’s purchasing and diet-related knowledge, attitudes and behaviors in school settings. PMID:28895921

  9. YouTube Physics

    NASA Astrophysics Data System (ADS)

    Riendeau, Diane

    2012-09-01

    To date, this column has presented videos to show in class, Don Mathieson from Tulsa Community College suggested that YouTube could be used in another fashion. In Don's experience, his students are not always prepared for the mathematic rigor of his course. Even at the high school level, math can be a barrier for physics students. Walid Shihabi, a colleague of Don's, decided to compile a list of YouTube videos that his students could watch to relearn basic mathematics. I thought this sounded like a fantastic idea and a great service to the students. Walid graciously agreed to share his list and I have reproduced a large portion of it below.

  10. Integrating teaching and authentic research in the field and laboratory settings

    NASA Astrophysics Data System (ADS)

    Daryanto, S.; Wang, L.; Kaseke, K. F.; Ravi, S.

    2016-12-01

    Typically authentic research activities are separated from rigorous classroom teaching. Here we assessed the potential of integrating teaching and research activities both in the field and in the laboratory. We worked with students from both US and abroad without strong science background to utilize advanced environmental sensors and statistical tool to conduct innovative projects. The students include one from Namibia and two local high school students in Indianapolis (through Project SEED, Summer Experience for the Economically Disadvantaged). They conducted leaf potential measurements, isotope measurements and meta-analysis. The experience showed us the great potential of integrating teaching and research in both field and laboratory settings.

  11. The effects of school gardens on students and schools: conceptualization and considerations for maximizing healthy development.

    PubMed

    Ozer, Emily J

    2007-12-01

    There are thousands of school gardens in the United States, and there is anecdotal evidence that school garden programs can enhance students' learning in academic, social, and health-related domains. There has been little rigorous research, however, on the effects of school gardens or on the factors that promote the sustainability of these programs. This review draws on ecological theory to conceptualize school gardens as systemic interventions with the potential for promoting the health and well-being of individual students in multiple interdependent domains and for strengthening the school environment as a setting for positive youth development. This review (a) summarizes the small literature regarding the impact of school garden curricula on student or school functioning, (b) provides a conceptual framework to guide future inquiry, (c) discusses implications of this conceptualization for practice, and (d) suggests further research needed to better inform practice.

  12. To Your Health: NLM update transcript - Improving medical research rigor?

    MedlinePlus

    ... be a well-tailored solution to enhance the quantitative rigor of medical research, suggests a viewpoint recently published in the Journal ... about 96 percent of medical and public health research articles (that report ... more quantitative rigor would attract widespread attention — if not high ...

  13. Science school and culture school: improving the efficiency of high school science teaching in a system of mass science education.

    PubMed

    Charlton, Bruce G

    2006-01-01

    Educational expansion in western countries has been achieved mainly by adding years to full-time education; however, this process has probably reduced efficiency. Sooner or later, efficiency must improve, with a greater educational attainment per year. Future societies will probably wish more people to study science throughout high school (aged c. 11-19 years) and the first college degree. 'Science' may be defined as any abstract, systematic and research-based discipline: including mathematics, statistics and the natural sciences, economics, music theory, linguistics, and the conceptual or quantitative social sciences. Since formal teaching is usually necessary to learn science, science education should be regarded as the core function of high schools. One standard way to improve efficiency is the 'division of labour', with increased specialization of function. Modern schools are already specialized: teachers are specialized according to age-group taught, subject matter expertise, and administrative responsibilities. School students are stratified by age and academic aptitude. I propose a further institutional division of school function between science education, and cultural education (including education in arts, sports, ethics, social interaction and good citizenship). Existing schools might split into 'science school' and 'culture school', reflected in distinct buildings and zones, separate administrative structures, and the recruitment of differently-specialized teaching personnel. Science school would be distinguished by its focus on education in disciplines which promote abstract systematic cognition. All students would spend some part of each day (how much would depend on their aptitude and motivation) in the 'science school'; experiencing a traditional-style, didactic, disciplined and rigorous academic education. The remainder of the students' time at school would be spent in the cultural division, which would focus on broader aspects, and aim to generate a more rounded and social individual. For this to happen depends upon a recognition that science is relatively difficult to teach, requiring non-spontaneous and un-natural cognitive processes from students. Furthermore, it is much easier to learn science when young--if science is missed at school, it can be difficult or impossible to make up the ground later. Modern schools currently try to do too many things, and end-up doing none very well: the one big thing all schools should do for all students is to teach them science. For this to happen, schools need to specialize in their core function.

  14. U.S. high school curriculum: three phases of contemporary research and reform.

    PubMed

    Lee, Valerie E; Ready, Douglas D

    2009-01-01

    Valerie Lee and Douglas Ready explore the influences of the high school curriculum on student learning and the equitable distribution of that learning by race and socioeconomic status. They begin by tracing the historical development of the U.S. comprehensive high school and then examine the curricular reforms of the past three decades. During the first half of the twentieth century, the authors say, public high schools typically organized students into rigid curricular "tracks" based largely on students' past academic performance and future occupational and educational plans. During the middle of the century, however, high schools began to provide students with a choice among courses that varied in both content and academic rigor. Although the standards movement of the 1980s limited these curricular options somewhat, comprehensive curricula remained, with minority and low-income students less often completing college-prep courses. During the 1990s, say the authors, researchers who examined the associations between course-taking and student learning reported that students completing more advanced coursework learned more, regardless of their social or academic backgrounds. Based largely on this emerging research consensus favoring college-prep curriculum, in 1997 public high schools in Chicago began offering exclusively college-prep courses. To address the needs of the city's many low-performing ninth graders, schools added extra coursework in subjects in which their performance was deficient. A recent study of this reform, however, found that these approaches made little difference in student achievement. Lee and Ready hypothesize that "selection bias" may explain the divergent conclusions reached by the Chicago study and previous research. Earlier studies rarely considered the unmeasured characteristics of students who completed college-prep courses-characteristics such as motivation, access to academic supports, and better teachers-that are also positively related to student learning. Although the Chicago evaluation is only one study of one city, its findings raise the worrisome possibility that the recent push for "college-prep for all" may not generate the improvements for which researchers and policy makers had hoped.

  15. The School for Science and Math at Vanderbilt: An Innovative Research-Based Program for High School Students

    PubMed Central

    Eeds, Angela; Vanags, Chris; Creamer, Jonathan; Loveless, Mary; Dixon, Amanda; Sperling, Harvey; McCombs, Glenn; Robinson, Doug

    2014-01-01

    The School for Science and Math at Vanderbilt (SSMV) is an innovative partnership program between a Research I private university and a large urban public school system. The SSMV was started in 2007 and currently has 101 students enrolled in the program, with a total of 60 students who have completed the 4-yr sequential program. Students attend the SSMV for one full day per week during the school year and 3–6 wk in the summers following their ninth- to 11th-grade years, with each grade of 26 students coming to the Vanderbilt campus on a separate day. The research-based curriculum focuses on guiding students through the process of learning to develop questions and hypotheses, designing projects and performing analyses, and communicating results of these projects. The SSMV program has elevated the learning outcomes of students as evidenced by increased achievement scores relative to a comparison group of students; has provided a rigorous research-based science, technology, engineering, and mathematics elective curriculum that culminates in a Summer research internship; has produced 27 Intel and Siemens semifinalists and regional finalists over the past 4 yr; and has supported the development of writing and communication skills resulting in regional and national oral presentations and publications in scientific journals. PMID:26086660

  16. Towards a Unified Theory of Engineering Education

    ERIC Educational Resources Information Center

    Salcedo Orozco, Oscar H.

    2017-01-01

    STEM education is an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons and activities as students apply science, technology, engineering, and mathematics in contexts that make connections between school, community, work, and the global enterprise enabling STEM literacy (Tsupros, Kohler and…

  17. The Lessons of Learning Expeditions.

    ERIC Educational Resources Information Center

    Rugen, Leah; Hartl, Scott

    1994-01-01

    Students in expeditionary learning schools spend most of their time engaged in sustained, in-depth studies of a single theme or topic. The experiences, lasting four to nine weeks, include strong intellectual, service, and physical dimensions. Intellectually rigorous projects and purposeful fieldwork provide a vision and an assessment strategy that…

  18. All Children Deserve Uninterrupted Learning!

    ERIC Educational Resources Information Center

    Brown, Fred

    2015-01-01

    Teachers often start a new school year working extremely hard to reteach last year's content, particularly for their lower income students. According to "Making Summer Count," a report commissioned by The Wallace Foundation and written by researchers at Rand, rigorous studies of voluntary summer programs, mandatory summer programs, and…

  19. Learning Strategy Instruction Innovation Configuration

    ERIC Educational Resources Information Center

    Schumaker, Jean B.

    2011-01-01

    One way of helping students with learning disabilities and other struggling students to be independent life-long learners is to teach them how to use learning strategies in efficient ways. Learning strategy instruction can provide students the opportunity to succeed in today's schools and meet rigorous standards, transforming ineffective learners…

  20. Rigorous Courses, Fresh Enrollment

    ERIC Educational Resources Information Center

    McNeil, Michele

    2007-01-01

    School leaders have joined a six-state effort by the National Governors Association (NGA) aimed at making Advanced Placement (AP) classes more widely available, recruiting nontraditional students to enroll, and working to make sure those students succeed in the college-level courses. Participants say the NGA initiative is showing impressive early…

  1. Five Components to Consider for BYOT/BYOD

    ERIC Educational Resources Information Center

    Ackerman, Amy S.; Krupp, Melissa L.

    2012-01-01

    Although school budgets have plummeted due to federal and state funding reductions, adopting Bring Your Own Technology (BYOT), may address monetary tightening while simultaneously infusing 21st century learning. Implementing BYOT may provide real, rigorous, and relevant learning for the students while posing higher-order thinking questions from…

  2. A Randomized Study of How Physicians Interpret Research Funding Disclosures

    PubMed Central

    Kesselheim, Aaron S.; Robertson, Christopher T.; Myers, Jessica A.; Rose, Susannah L.; Gillet, Victoria; Ross, Kathryn M.; Glynn, Robert J.; Joffe, Steven; Avorn, Jerry

    2012-01-01

    BACKGROUND The effects of clinical-trial funding on the interpretation of trial results are poorly understood. We examined how such support affects physicians’ reactions to trials with a high, medium, or low level of methodologic rigor. METHODS We presented 503 board-certified internists with abstracts that we designed describing clinical trials of three hypothetical drugs. The trials had high, medium, or low methodologic rigor, and each report included one of three support disclosures: funding from a pharmaceutical company, NIH funding, or none. For both factors studied (rigor and funding), one of the three possible variations was randomly selected for inclusion in the abstracts. Follow-up questions assessed the physicians’ impressions of the trials’ rigor, their confidence in the results, and their willingness to prescribe the drugs. RESULTS The 269 respondents (53.5% response rate) perceived the level of study rigor accurately. Physicians reported that they would be less willing to prescribe drugs tested in low-rigor trials than those tested in medium-rigor trials (odds ratio, 0.64; 95% confidence interval [CI], 0.46 to 0.89; P = 0.008) and would be more willing to prescribe drugs tested in high-rigor trials than those tested in medium-rigor trials (odds ratio, 3.07; 95% CI, 2.18 to 4.32; P<0.001). Disclosure of industry funding, as compared with no disclosure of funding, led physicians to downgrade the rigor of a trial (odds ratio, 0.63; 95% CI, 0.46 to 0.87; P = 0.006), their confidence in the results (odds ratio, 0.71; 95% CI, 0.51 to 0.98; P = 0.04), and their willingness to prescribe the hypothetical drugs (odds ratio, 0.68; 95% CI, 0.49 to 0.94; P = 0.02). Physicians were half as willing to prescribe drugs studied in industry-funded trials as they were to prescribe drugs studied in NIH-funded trials (odds ratio, 0.52; 95% CI, 0.37 to 0.71; P<0.001). These effects were consistent across all levels of methodologic rigor. CONCLUSIONS Physicians discriminate among trials of varying degrees of rigor, but industry sponsorship negatively influences their perception of methodologic quality and reduces their willingness to believe and act on trial findings, independently of the trial’s quality. These effects may influence the translation of clinical research into practice. PMID:22992075

  3. Multi-ethnic high school students' perceptions of nursing in the USA and Israel: a descriptive quantitative study.

    PubMed

    Degazon, Cynthia E; Ben Natan, Merav; Shaw, Holly K; Ehrenfeld, Mally

    2015-01-01

    In order to target new recruits or future generation of ethnic minority nurses about their potential fit in nursing, it is necessary to understand their perceptions of the profession. Successful recruitment of high school students into nursing in part requires congruency between perceptions of an ideal career and perceptions of nursing as a career. The purposes of this study were to compare ethnic minority high school students in the USA and in Israel on their perceptions of nursing as a career, and to understand how those perceptions compare to their perceptions of an ideal career. A descriptive quantitative design was employed to study a sample of 330 ethnic minority high school students from the USA and from Israel. The Mann-Whitney U procedure was used to compare the groups' perceptions; a two-sided Wilcoxon Signed-Ranks test was used to determine the differences between their perceptions of an ideal career and of nursing as a career. The USA students had more positive perceptions of nursing as a career than did the Israeli students. Both groups of students did not perceive nursing as an ideal career: They perceived nurses as hard workers, performing arduous tasks and busy work, not academically challenged, with limited opportunity for leadership and autonomy, and earning less money than they would want in an ideal career. Caring for others was a highly valued attribute for an ideal career and for nursing as a career. A minority career development plan that underscores the positive attributes of nursing should be designed in both the USA and in Israel for ethnic minority high school students. The plan should effectively communicate nursing as a caring profession that is academically rigorous and intellectually challenging with available leadership opportunities in institutions and society. Copyright © 2014 Elsevier Ltd. All rights reserved.

  4. [A new formula for the measurement of rigor mortis: the determination of the FRR-index (author's transl)].

    PubMed

    Forster, B; Ropohl, D; Raule, P

    1977-07-05

    The manual examination of rigor mortis as currently used and its often subjective evaluation frequently produced highly incorrect deductions. It is therefore desirable that such inaccuracies should be replaced by the objective measuring of rigor mortis at the extremities. To that purpose a method is described which can also be applied in on-the-spot investigations and a new formula for the determination of rigor mortis--indices (FRR) is introduced.

  5. Quality properties of pre- and post-rigor beef muscle after interventions with high frequency ultrasound.

    PubMed

    Sikes, Anita L; Mawson, Raymond; Stark, Janet; Warner, Robyn

    2014-11-01

    The delivery of a consistent quality product to the consumer is vitally important for the food industry. The aim of this study was to investigate the potential for using high frequency ultrasound applied to pre- and post-rigor beef muscle on the metabolism and subsequent quality. High frequency ultrasound (600kHz at 48kPa and 65kPa acoustic pressure) applied to post-rigor beef striploin steaks resulted in no significant effect on the texture (peak force value) of cooked steaks as measured by a Tenderometer. There was no added benefit of ultrasound treatment above that of the normal ageing process after ageing of the steaks for 7days at 4°C. Ultrasound treatment of post-rigor beef steaks resulted in a darkening of fresh steaks but after ageing for 7days at 4°C, the ultrasound-treated steaks were similar in colour to that of the aged, untreated steaks. High frequency ultrasound (2MHz at 48kPa acoustic pressure) applied to pre-rigor beef neck muscle had no effect on the pH, but the calculated exhaustion factor suggested that there was some effect on metabolism and actin-myosin interaction. However, the resultant texture of cooked, ultrasound-treated muscle was lower in tenderness compared to the control sample. After ageing for 3weeks at 0°C, the ultrasound-treated samples had the same peak force value as the control. High frequency ultrasound had no significant effect on the colour parameters of pre-rigor beef neck muscle. This proof-of-concept study showed no effect of ultrasound on quality but did indicate that the application of high frequency ultrasound to pre-rigor beef muscle shows potential for modifying ATP turnover and further investigation is warranted. Crown Copyright © 2014. Published by Elsevier B.V. All rights reserved.

  6. School-based violence prevention strategy: a pilot evaluation

    PubMed Central

    Thakore, Rachel V.; Apfeld, Jordan C.; Johnson, Ronald K.; Sathiyakumar, Vasanth; Jahangir, A. Alex; Sethi, Manish K.

    2015-01-01

    Abstract: Background: Violence has recently been reported among a primarily young, minority population in Nashville, Tennessee. School-based programs have been proven as effective methods of reducing violent behavior, beliefs, and actions that lead to violence among adolescents. Methods: Investigators implemented a rigorous search for an appropriate school-based violence prevention program for Metropolitan Nashville middle school students utilizing a systematic review and discussion group with victims of violence. 27 programs nation-wide were reviewed and 2 discussion groups with African American males under the age of 25 admitted to a level 1 trauma center for assault-related injuries were conducted. Our findings led to a single, evidence-based conflict resolution program. In conjunction with educators, we evaluated the program’s effectiveness in a pilot study in a Nashville middle school with high rates of violence. Results: 122 students completed the conflict resolution program and described their behavior and experiences with violence in a pre-test/post-test self-rate questionnaire. Results showed a significant decrease in violent behavior and an increase in students’ competencies to deal with violence (p less than 0.05). Conclusions: This study shows that a reduction in violent behavior and beliefs among middle school students can be achieved through the implementation of a targeted violence intervention program. A larger-scale intervention is needed to develop more conclusive evidence of effectiveness. PMID:24879077

  7. School-based violence prevention strategy: a pilot evaluation.

    PubMed

    Thakore, Rachel V; Apfeld, Jordan C; Johnson, Ronald K; Sathiyakumar, Vasanth; Jahangir, A Alex; Sethi, Manish K

    2015-07-01

    Violence has recently been reported among a primarily young, minority population in Nashville, Tennessee. School-based programs have been proven as effective methods of reducing violent behavior, beliefs, and actions that lead to violence among adolescents. Investigators implemented a rigorous search for an appropriate school-based violence prevention program for Metropolitan Nashville middle school students utilizing a systematic review and discussion group with victims of violence. 27 programs nation-wide were reviewed and 2 discussion groups with African American males under the age of 25 admitted to a level 1 trauma center for assault-related injuries were conducted. Our findings led to a single, evidence-based conflict resolution program. In conjunction with educators, we evaluated the program's effectiveness in a pilot study in a Nashville middle school with high rates of violence. 122 students completed the conflict resolution program and described their behavior and experiences with violence in a pre-test/post-test self-rate questionnaire. Results showed a significant decrease in violent behavior and an increase in students' competencies to deal with violence (p less than 0.05). This study shows that a reduction in violent behavior and beliefs among middle school students can be achieved through the implementation of a targeted violence intervention program. A larger-scale intervention is needed to develop more conclusive evidence of effectiveness. © 2015 KUMS, All rights reserved.

  8. It's Your Move!

    ERIC Educational Resources Information Center

    Carlson, Greg

    2004-01-01

    A library collection is a community asset. Studies indicate that chess is a healthy mental pursuit for children of all skill levels; the educational nonprofit Chess-in-the-Schools. www.chessintheschool.org reports improvements in reading scores and a variety of other intellectual and social benefits for kids who accept the rigors and rewards of…

  9. The Role of International Accreditation in Promoting Academic and Professional Preparation in School Psychology

    ERIC Educational Resources Information Center

    Farrell, Peter; McFarland, Max; Gonzalez, Ruth; Hass, Michael; Stiles, Deborah A.

    2014-01-01

    The development of rigorous and universally respected quality assurance procedures that monitor and recognize the delivery of effective and ethically responsible public services has become increasingly evident in many countries. However, within professional psychology, these developments generally are located in individual countries. With a few…

  10. An Evaluation of Knowledge Transfer from Microworld Programming to Conventional Programming

    ERIC Educational Resources Information Center

    Xinogalos, Stelios

    2012-01-01

    Programming microworlds are being used for introducing students to programming for many years. Although many professors and school teachers report positive results from using programming microwords, these results are usually based on anecdotal evidence rather than rigorous empirical evaluation. A question that has not been answered yet with…

  11. Making Sense of Energy

    ERIC Educational Resources Information Center

    Boohan, Richard

    2014-01-01

    This article describes an approach to teaching about the energy concept that aims to be accessible to students starting in early secondary school, while being scientifically rigorous and forming the foundation for later work. It discusses how exploring thermal processes is a good starting point for a more general consideration of the ways that…

  12. Facing Facts. Annual Report, 2005

    ERIC Educational Resources Information Center

    Wallace Foundation, The, 2006

    2006-01-01

    This annual report highlights the work of some grantees who are finding innovative ways to respond to today's new challenges based on a rigorous commitment by their leadership to gathering pertinent facts. These include cities that are planning wide-scale, lasting improvements in arts learning or out-of-school opportunities, basing their choices…

  13. Take a Whole New Look at How to Use Resources

    ERIC Educational Resources Information Center

    Miles, Karen Hawley; Sommers, Anna

    2016-01-01

    In their full essay for "Reach the Highest Standard in Professional Learning: Resources," the authors note that more rigorous instructional requirements combined with tighter budgets challenge school systems to think more deliberately about where and how they invest in teaching effectiveness. They write that forward-thinking school…

  14. Moving to Evidence-Based Professional Practice

    ERIC Educational Resources Information Center

    Fleischman, Steve

    2006-01-01

    Schools have recently begun to place increased emphasis on the use of rigorous research evidence in guiding instructional decisions. Turning education into an evidence-based field is easier to advocate than to achieve, particularly in an environment of competing claims about what works. In this article, the author discusses the factors which…

  15. A Profile of School-Based Enterprises within CTE Disciplines

    ERIC Educational Resources Information Center

    Haltinner, Urs; Mooney, Carol; Stanislawski, Debbie

    2012-01-01

    It is imperative that career and technical education (CTE) utilize research-proven pedagogy. Pushing on relevance to arrive at rigor provides an opportunity for "limited" and "perpetual duration" real-world learning experiences to be implemented within every contemporary CTE program. This study describes how secondary CTE programs are currently…

  16. Closing the Learning Loop: A Review of Assignments in International Business Education

    ERIC Educational Resources Information Center

    Seno-Alday, Sandra; Budde-Sung, Amanda

    2016-01-01

    The continuing rapid globalization has significantly changed the nature of business and management, leading to increased pressure from a wide range of stakeholders to globalize business schools and to internationalize business curricula. This comes with a corresponding imperative to rigorously evaluate the impact of an international business…

  17. The Achiever. Volume 6, Number 5

    ERIC Educational Resources Information Center

    Ashby, Nicole, Ed.

    2007-01-01

    "The Achiever" is a monthly newsletter designed expressly for parents and community leaders. Each issue contains news and information about and from public and private organizations about school improvement in the United States. Highlights of this issue include: (1) New Online Tool Simplifies Financial Aid Process; (2) Rigor in K-6:…

  18. Legal Aspects of Evaluating Teacher Performance.

    ERIC Educational Resources Information Center

    Beckham, Joseph C.

    Chapter 14 in a book on school law concerns the legal aspects of evaluating teacher performance. Careful analysis of recent decisions makes it clear the courts will compel uniform standards and unprecedented rigor in teacher evaluation practices. Particularly in the consideration of equitable standards, state and federal courts are relying on…

  19. The Impact of Lesson Study on Teacher Effectiveness

    ERIC Educational Resources Information Center

    Somma, Victoria

    2016-01-01

    Federal mandates have increased the pressure on school officials to improve student achievement. These mandates have forced educators across the nation to analyze different types of professional development that train teachers to provide quality lessons that are rigorous in nature. These mandates have forced a shift in pedagogy where teachers work…

  20. Poor Implementation of Learner-Centered Practices: A Cautionary Tale

    ERIC Educational Resources Information Center

    Ikemoto, Gina Schuyler; Steele, Jennifer L.; Pane, John F.

    2016-01-01

    Many school systems are adopting new curricula in response to more rigorous standards that require higher-order thinking skills. This chapter presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum. We found a significant negative effect on student achievement despite the curriculum's focus…

  1. Making Visionary Design Work at Policy Level and in Practice

    ERIC Educational Resources Information Center

    Burgdorff, Frauke

    2011-01-01

    Good architecture responds to contemporary challenges, irrespective of fashionable trends, and is characterised by rigorous building processes. Office buildings, housing, stadiums and theatres offer outstanding examples of this principle. But do school buildings figure among them? Happily, in Germany they do, although they are still too rare. This…

  2. 78 FR 9815 - Final Priorities, Requirements, Definitions, and Selection Criteria-Supporting Effective Educator...

    Federal Register 2010, 2011, 2012, 2013, 2014

    2013-02-12

    ... that can demonstrate impact through other methodological approaches such as a quasi-experimental design... definition of ``relevant outcome.'' Lastly, quasi-experimental designs are already included in the definition... paragraph (b) of this definition, provided they are rigorous and comparable across schools. (b) For non...

  3. Putting Paraeducators on the Path to Teacher Certification

    ERIC Educational Resources Information Center

    Morrison, Judith; Lightner, Lindsay

    2017-01-01

    In response to local districts' needs for certified teachers with community roots who understand local schools and students, the authors developed an innovative alternative route for paraprofessionals based on a traditional bachelor's program. Their goals were to provide a rigorous, research-based program that allows paraprofessionals to get a…

  4. Oral Language Skills Intervention in Pre-School--A Cautionary Tale

    ERIC Educational Resources Information Center

    Haley, Allyson; Hulme, Charles; Bowyer-Crane, Claudine; Snowling, Margaret J.; Fricke, Silke

    2017-01-01

    Background: While practitioners are increasingly asked to be mindful of the evidence base of intervention programmes, evidence from rigorous trials for the effectiveness of interventions that promote oral language abilities in the early years is sparse. Aims: To evaluate the effectiveness of a language intervention programme for children…

  5. Ijime: The Bullying of Japanese Youth.

    ERIC Educational Resources Information Center

    Schoolland, Ken

    1986-01-01

    "Ijime," which means the intimidation of the weakest people in a social group, has become prevalent in the Japanese educational system. Between April and October of 1985, 155,066 cases of bullying were reported in Japan's schools. The education council cites the rigorous discipline measures undertaken by teachers as the cause of rising…

  6. Strength Training: Institutes Pump up Teachers' Roles as Instructional Leaders

    ERIC Educational Resources Information Center

    Mongiello, Peg; Brady, Deborah; Johnson, George; Berg, Jill Harrison

    2009-01-01

    In the North Middlesex Regional School District, located in north central Massachusetts near the New Hampshire border, teachers knew that the district had urgent challenges. Isolated programs provided rigor to only some students, student achievement scores showed room for improvement, and a recent accreditation review had raised questions about…

  7. Dealing with Resistance to Change

    ERIC Educational Resources Information Center

    Williamson, Ronald; Blackburn, Barbara R.

    2010-01-01

    One of the biggest roadblocks to addressing instructional rigor in schools is the resistance to change that is displayed by teachers, students, parents, and other building and district leaders. Every person deals differently with change. Some are more accepting, others more resistant. No change is successful if the people being asked to change…

  8. A University Joins the Community

    ERIC Educational Resources Information Center

    Lester, Jessica Nina; Kronick, Bob; Benson, Mark

    2012-01-01

    The lack of opportunities for youth to engage in meaningful academic practices such as reading, writing, and speaking feeds the school-prison nexus. But budget cuts, teacher layoffs, and program depletions make providing a rigorous, well-rounded, 21st century education increasingly difficult. Yet is still possible to do, especially in a…

  9. Prioritizing Leadership: New Leaders' Federal Policy Platform

    ERIC Educational Resources Information Center

    New Leaders, 2014

    2014-01-01

    Principals are critical to the success of any school improvement effort--from increasing academic rigor toward college- and career-ready standards to teacher evaluation and support. They ensure this success by building a strong, shared vision and leading effective implementation for staff, students, and families. The federal government has an…

  10. Celebrate Leadership: Lessons for Middle School Students

    ERIC Educational Resources Information Center

    Meyer, Maggie; Glock, Jenna

    2006-01-01

    Enriching, engaging, rigorous, meaningful--these are the learning opportunities that are interwoven in this book. In classrooms at various times, teachers find themselves wondering if students are grasping the content. Do they really understand? In this publication, the authors use the ideas of Howard Gardner as a guide in designing curriculum and…

  11. The Cognitive Science behind the Common Core

    ERIC Educational Resources Information Center

    Marchitello, Max; Wilhelm, Megan

    2014-01-01

    Raising academic standards has been part of the education policy discourse for decades. As early as the 1990s, states and school districts attempted to raise student achievement by developing higher standards and measuring student progress according to more rigorous benchmarks. However, the caliber of the standards--and their assessments--varied…

  12. Data Use and Inquiry in Research-Practice Partnerships: Four Case Examples

    ERIC Educational Resources Information Center

    Biag, Manuelito; Gerstein, Amy; Fehrer, Kendra; Sanchez, Monika; Sipes, Laurel

    2016-01-01

    The four case examples presented in this brief are drawn from the Gardner Center's substantial experience conducting rigorous research in research-practice partnerships. The first case describes a partnership approach that enhances a school district's capacity to use integrated longitudinal data to tackle persistent problems of practice and…

  13. Why and How Do Parents Decide to Send Their Children to the Interdistrict School Choice Program at the Magnet Program for Math and Science

    NASA Astrophysics Data System (ADS)

    Doyle, Kevin S.

    The New Jersey Interdistrict School Choice Program allows parents to send their students to schools outside of their local school district. Determining why parents send their students to choice schools is important to school leaders who are trying to attract new students, as well as those who are trying to retain their current students. This study examined the reasons why parents decided to send their students to the Magnet Program for Math and Science (MP4M&S), a school choice program in a suburban school district in northwest New Jersey, during the 2015- 2016 school year. A large volume of research has focused on school choice programs in urban and poor communities. This study addressed the gap in the research by focusing on an affluent suburban school district. This mixed methods study focused on three areas, why parents choose to send their students to the MP4M&S, what criteria they used to make their decision, and where they got their information. Research shows that these three areas of focus can be influenced by parental level of education, socioeconomic status, geographic location, academic rigor, school quality, and school environment. Parents from different groups, based upon their out-of-district status, were interviewed. The information from the interviews was used to focus a survey that was given to the families of all 137 students in the MP4M&S during the 2015-2016 school year. The results of this study show that parents found the academic focus, academic rigor, the school environment, the original research project, the activity offerings, and the economics involved in attending the program to be important attractors. The study also found that the Information Nights, the school website, and interactions with members of the MP4M&S community to be important sources of information. Finally, the study found that there were few differences between in and out-of-district parents when assigning importance to both the attractors and the sources in the study. The results of this study will be shared with the leadership team of the MP4M&S and the Morris Hills Regional District so that they can develop strategies and resources that attract parents to the program.

  14. Measurement of students' perceptions of nursing as a career.

    PubMed

    Matutina, Robin E; Newman, Susan D; Jenkins, Carolyn M

    2010-09-01

    Middle school has been identified as the prime age group to begin nursing recruitment efforts because students have malleable perceptions about nursing as a future career choice. The purpose of this integrative review is to present a brief overview of research processes related to middle school students' perceptions of nursing as a future career choice and to critically evaluate the current instruments used to measure middle and high school students' perceptions of nursing as a career choice. An integrative review of the years 1989 to 2009 was conducted searching Cumulative Index to Nursing and Allied Health Literature (CINAHL), National Library of Medicine PubMed service (PubMed), and Ovid MEDLINE databases using the key words career, choice, future, ideal, nursing, and perception. Reference lists of retrieved studies were hand searched, yielding a total of 22 studies. Inclusion criteria were (a) sample of middle school students, (b) sample of high school students, (c) mixed sample including middle or high school students, and (4) samples other than middle or high school students if the instrument was tested with middle or high school students in a separate study. Ten studies met these criteria. Of the 10 studies, samples were 30% middle school students; 40% high school students; 10% mixed, including school-aged students; and 20% college students with an instrument tested in middle school students. Eighty percent of participants were White females. Overall, participants' socioeconomic status was not identified. A single study included a theoretical framework. Five instruments were identified and each could be completed in 15 to 30 min. The most commonly used instrument is available free of charge. Seventy percent of the studies used Cronbach's alpha to report instrument reliability (0.63 to 0.93), whereas 30% failed to report reliability. Fifty percent of the studies established validity via a "panel of experts," with three of those studies further describing the panel of experts. Samples of white females may hinder generalization. Socioeconomic status was not consistently reported and may be an important factor with regard to perceptions of nursing as a career choice. An overall absence of theoretical framework hinders empirical data from being applied to nursing theories that in turn may support nursing concepts. The reporting of reliability and validity may be improved by further defining panel of experts and expanding the number of experts (more than seven). More in-depth evaluation of the psychometric properties of the instruments with more diverse populations is needed. Rigorously tested instruments may be useful in determining middle school students' perceptions about nursing. Therefore, future researchers should consider testing existing instruments in the middle school population, adhering to theoretical frameworks, diversifying the sample population, and clearly reporting reliability and validity to gain knowledge about middle school students' perceptions about a nursing career.

  15. The SOS Suicide Prevention Program: Further Evidence of Efficacy and Effectiveness.

    PubMed

    Schilling, Elizabeth A; Aseltine, Robert H; James, Amy

    2016-02-01

    This study replicated and extended previous evaluations of the Signs of Suicide (SOS) prevention program in a high school population using a more rigorous pre-test post-test randomized control design than used in previous SOS evaluations in high schools (Aseltine and DeMartino 2004; Aseltine et al. 2007). SOS was presented to an ethnically diverse group of ninth grade students in technical high schools in Connecticut. After controlling for the pre-test reports of suicide behaviors, exposure to the SOS program was associated with significantly fewer self-reported suicide attempts in the 3 months following the program. Ninth grade students in the intervention group were approximately 64% less likely to report a suicide attempt in the past 3 months compared with students in the control group. Similarly, exposure to the SOS program resulted in greater knowledge of depression and suicide and more favorable attitudes toward (1) intervening with friends who may be exhibiting signs of suicidal intent and (2) getting help for themselves if they were depressed or suicidal. In addition, high-risk SOS participants, defined as those with a lifetime history of suicide attempt, were significantly less likely to report planning a suicide in the 3 months following the program compared to lower-risk participants. Differential attrition is the most serious limitation of the study; participants in the intervention group who reported a suicide attempt in the previous 3 months at baseline were more likely to be missing at post-test than their counterparts in the control group.

  16. Recruiting middle school students into nursing: An integrative review.

    PubMed

    Williams, Cheryl

    2017-10-27

    Middle school students interested in nursing need clarification of the nursing role. Students choose nursing as a career because they want to help others, yet they are often unaware of the need to for arduous secondary education preparation to become a nurse. Middle school students, if not properly exposed to the career during their formative years, may choose another career or not have enough time for adequate nursing school preparation. This integrative review examined seven studies from years 2007 to 2016, which utilized various recruitment strategies to increase the awareness of nursing as a career in middle school and address the need for academic rigor. Implications of the review: there is a need for collaboration between nurses and school counselors to design more robust longitudinal studies of middle school interventions for students interested in nursing as a career. © 2017 Wiley Periodicals, Inc.

  17. Assessing Fidelity of Implementation (FOI) for School-Based Mindfulness and Yoga Interventions: A Systematic Review

    PubMed Central

    Gould, Laura Feagans; Dariotis, Jacinda K.; Greenberg, Mark T.; Mendelson, Tamar

    2015-01-01

    As school-based mindfulness and yoga programs gain popularity, the systematic study of fidelity of program implementation (FOI) is critical to provide a more robust understanding of the core components of mindfulness and yoga interventions, their potential to improve specified teacher and student outcomes, and our ability to implement these programs consistently and effectively. This paper reviews the current state of the science with respect to inclusion and reporting of FOI in peer-reviewed studies examining the effects of school-based mindfulness and/or yoga programs targeting students and/or teachers implemented in grades kindergarten through twelve (K-12) in North America. Electronic searches in PsychInfo and Web of Science from their inception through May 2014, in addition to hand searches of relevant review articles, identified 312 publications, 48 of which met inclusion criteria. Findings indicated a relative paucity of rigorous FOI. Fewer than 10% of studies outlined potential core program components or referenced a formal theory of action, and fewer than 20% assessed any aspect of FOI beyond participant dosage. The emerging nature of the evidence base provides a critical window of opportunity to grapple with key issues relevant to FOI of mindfulness-based and yoga programs, including identifying essential elements of these programs that should be faithfully implemented and how we might develop rigorous measures to accurately capture them. Consideration of these questions and suggested next steps are intended to help advance the emerging field of school-based mindfulness and yoga interventions. PMID:27158278

  18. Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation.

    PubMed

    Tai, Robert H; Kong, Xiaoqing; Mitchell, Claire E; Dabney, Katherine P; Read, Daniel M; Jeffe, Donna B; Andriole, Dorothy A; Wathington, Heather D

    2017-01-01

    Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study ( n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/PhD programs. © 2017 R. H. Tai et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

  19. Using a Classroom Response System to Improve Multiple-Choice Performance in AP® Physics

    NASA Astrophysics Data System (ADS)

    Bertrand, Peggy

    2009-04-01

    Participation in rigorous high school courses such as Advanced Placement (AP®) Physics increases the likelihood of college success, especially for students who are traditionally underserved. Tackling difficult multiple-choice exams should be part of any AP program because well-constructed multiple-choice questions, such as those on AP exams and on the Force Concept Inventory,2 are particularly good at rooting out common and persisting student misconceptions. Additionally, there are barriers to multiple-choice performance that have little to do with content mastery. For example, a student might fail to read the question thoroughly, forget to apply a reasonableness test to the answer, or simply work too slowly.

  20. The Swiss Master in Chiropractic Medicine Curriculum: Preparing Graduates to Work Together With Medicine to Improve Patient Care.

    PubMed

    Humphreys, B Kim; Peterson, Cynthia K

    2016-12-01

    In 2007, chiropractic became 1 of the 5 medical professions in Switzerland. This required a new chiropractic program that was fully integrated within a Swiss medical school. The purpose of this article was to discuss the Master in Chiropractic Medicine (MChiroMed) program at the University of Zürich, including advantages, opportunities, and challenges. In 2008, the MChiroMed program began with its first student cohort. The MChiroMed program is a 6-year Bologna model 2-cycle (bachelor and master) "spiral curriculum," with the first 4 years being fully integrated within the medical curriculum. A review of the main features of the curriculum revealed the advantages, opportunities, and challenges of this program in comparison with other contemporary chiropractic educational programs. Advantages and opportunities include an integrated curriculum within a university, medical school, and musculoskeletal hospital, with their associated human and physical resources. Many opportunities exist for high-level research collaborations. The rigorous entrance qualifications and small student cohorts result in bright, motivated, and enthusiastic students; appropriate assessments; and timely feedback on academic and clinical subjects. Early patient contact in hospitals and clinical facilities encourages the integration of academic theory and clinical practice. The main challenges faced by this program include difficulty recruiting a sufficient number of students because of the rigorous entrance requirements and curriculum overload resulting from undertaking a full medical curriculum and chiropractic modules. The MChiroMed program is a unique chiropractic curriculum that integrates medical and chiropractic education within a spiral curriculum at a world-class Swiss university medical school. The expectation is that graduates, with their expanded diagnostic and therapeutic knowledge, skills, and experience, will become future experts in primary spine care in Switzerland. It is hoped that this curriculum model will be adopted by other countries and jurisdictions seeking to enhance the role of chiropractic in health care.

  1. Effect of Pre-rigor Salting Levels on Physicochemical and Textural Properties of Chicken Breast Muscles.

    PubMed

    Kim, Hyun-Wook; Hwang, Ko-Eun; Song, Dong-Heon; Kim, Yong-Jae; Ham, Youn-Kyung; Yeo, Eui-Joo; Jeong, Tae-Jun; Choi, Yun-Sang; Kim, Cheon-Jei

    2015-01-01

    This study was conducted to evaluate the effect of pre-rigor salting level (0-4% NaCl concentration) on physicochemical and textural properties of pre-rigor chicken breast muscles. The pre-rigor chicken breast muscles were de-boned 10 min post-mortem and salted within 25 min post-mortem. An increase in pre-rigor salting level led to the formation of high ultimate pH of chicken breast muscles at post-mortem 24 h. The addition of minimum of 2% NaCl significantly improved water holding capacity, cooking loss, protein solubility, and hardness when compared to the non-salting chicken breast muscle (p<0.05). On the other hand, the increase in pre-rigor salting level caused the inhibition of myofibrillar protein degradation and the acceleration of lipid oxidation. However, the difference in NaCl concentration between 3% and 4% had no great differences in the results of physicochemical and textural properties due to pre-rigor salting effects (p>0.05). Therefore, our study certified the pre-rigor salting effect of chicken breast muscle salted with 2% NaCl when compared to post-rigor muscle salted with equal NaCl concentration, and suggests that the 2% NaCl concentration is minimally required to ensure the definite pre-rigor salting effect on chicken breast muscle.

  2. Effect of Pre-rigor Salting Levels on Physicochemical and Textural Properties of Chicken Breast Muscles

    PubMed Central

    Choi, Yun-Sang

    2015-01-01

    This study was conducted to evaluate the effect of pre-rigor salting level (0-4% NaCl concentration) on physicochemical and textural properties of pre-rigor chicken breast muscles. The pre-rigor chicken breast muscles were de-boned 10 min post-mortem and salted within 25 min post-mortem. An increase in pre-rigor salting level led to the formation of high ultimate pH of chicken breast muscles at post-mortem 24 h. The addition of minimum of 2% NaCl significantly improved water holding capacity, cooking loss, protein solubility, and hardness when compared to the non-salting chicken breast muscle (p<0.05). On the other hand, the increase in pre-rigor salting level caused the inhibition of myofibrillar protein degradation and the acceleration of lipid oxidation. However, the difference in NaCl concentration between 3% and 4% had no great differences in the results of physicochemical and textural properties due to pre-rigor salting effects (p>0.05). Therefore, our study certified the pre-rigor salting effect of chicken breast muscle salted with 2% NaCl when compared to post-rigor muscle salted with equal NaCl concentration, and suggests that the 2% NaCl concentration is minimally required to ensure the definite pre-rigor salting effect on chicken breast muscle. PMID:26761884

  3. New Wine in New Bottles: Transforming Vocational Education into Career and Technical Education. Practice Application Brief No. 21.

    ERIC Educational Resources Information Center

    Brown, Bettina Lankard

    Teachers responsible for transforming their vocational education programs into career and technical education (CTE) programs need to concentrate on ensuring programs' technical and academic rigor, engaging in collaboration in school and in the community, keeping current through professional development experiences, and extending learning beyond…

  4. The Principal's Role in Literacy

    ERIC Educational Resources Information Center

    Kinney, Patti

    2009-01-01

    "Breaking Ranks II" and "Breaking Ranks in the Middle" both call for students to master "academically rigorous essential learnings" that have been established by the school, and students need a strong foundation in reading and writing if this is to happen. There is no doubt that literacy instruction in the early grades is an essential beginning,…

  5. Measuring and Promoting Inter-Rater Agreement of Teacher and Principal Performance Ratings

    ERIC Educational Resources Information Center

    Graham, Matthew; Milanowski, Anthony; Miller, Jackson

    2012-01-01

    As states, districts, and schools transition toward more rigorous educator evaluation systems, they are placing additional weight on judgments about educator practice. Since teacher and principal observation ratings inherently rely on evaluators' professional judgment, there is always a question of how much the ratings depend on the particular…

  6. Using Microanalytical Simulation Methods in Educational Evaluation: An Exploratory Study

    ERIC Educational Resources Information Center

    Sondergeld, Toni A.; Beltyukova, Svetlana A.; Fox, Christine M.; Stone, Gregory E.

    2012-01-01

    Scientifically based research used to inform evidence based school reform efforts has been required by the federal government in order to receive grant funding since the reenactment of No Child Left Behind (2002). Educational evaluators are thus faced with the challenge to use rigorous research designs to establish causal relationships. However,…

  7. Raising the Bar for Teaching

    ERIC Educational Resources Information Center

    Mehta, Jal; Doctor, Joe

    2013-01-01

    The past year has seen the emergence of a broad consensus on raising the standards for entering the teaching profession. The NEA, AFT, and Council of Chief State School Officers all have said they want higher entry standards. Such an exam would be modeled after other professions and is a potential game changer. If sufficiently rigorous, the exam…

  8. Fresh Start: Evaluation Report and Executive Summary

    ERIC Educational Resources Information Center

    Gorard, Stephen; Siddiqui, Nadia; See, Beng Huat

    2015-01-01

    Fresh Start (FS) is a catch-up literacy intervention for pupils at risk of falling behind their peers in early secondary schooling. It provides systematic and rigorous practice in phonics so that pupils are at an appropriate level to join the mainstream group after completion of the intervention. Pupils are assessed and then grouped according to…

  9. Improving the Quality of and Access to Federally Funded, Digital Out of School Time Tutoring

    ERIC Educational Resources Information Center

    Burch, Patricia; Heinrich, Carolyn; Good, Annalee

    2013-01-01

    Because digital tutoring is rapidly expanding, more rigorous, independent evaluations of their effectiveness is critical to inform federal, state, and local policy decisions that influence their role and application of technology in educating underserved students. The in-depth observations and vignettes in this paper illustrate the challenges in…

  10. Success in Online Credit Recovery: Factors Influencing Student Academic Performance

    ERIC Educational Resources Information Center

    Nourse, David

    2017-01-01

    Recent estimates show nearly 90% of school districts nationwide offer some form of online credit recovery. Additionally, credit recovery services have become one of the fastest growing areas of educational software. Despite the widespread adoption of these programs, there is a lack of scholarly research on the effectiveness, rigor, and suitability…

  11. The Art of Learning: A Guide to Outstanding North Carolina Arts in Education Programs.

    ERIC Educational Resources Information Center

    Herman, Miriam L.

    The Arts in Education programs delineated in this guide complement the rigorous arts curriculum taught by arts specialists in North Carolina schools and enable students to experience the joy of the creative process while reinforcing learning in other curricula: language arts, mathematics, social studies, science, and physical education. Programs…

  12. Facing Fears: The Feasibility of Anxiety Universal Prevention Efforts with Children and Adolescents

    ERIC Educational Resources Information Center

    Miller, Lynn D.

    2008-01-01

    A few comprehensive reviews of the effectiveness of prevention programs of mental disorders in school-age children ((Greenberg et al., 2003) and (Weisz et al., 2005)) conclude that while several well-designed studies demonstrate the potential of preventive intervention, greater attention and ongoing rigorous research is critical. The benefits and…

  13. Making the Switch: Lightbulbs, Literacy, and Service-Learning

    ERIC Educational Resources Information Center

    Chiaravalloti, Laura A.

    2009-01-01

    Service-learning is an instructional methodology teachers can use to foster student engagement in rigorous curricula. Through service-learning, middle level students see that what they are learning in school is real and important, and that they can be valued, contributing members of society. In this article, the Titans team at Remington Middle…

  14. The Impact of Performance Ratings on Job Satisfaction for Public School Teachers

    ERIC Educational Resources Information Center

    Koedel, Cory; Li, Jiaxi; Springer, Matthew G.; Tan, Li

    2017-01-01

    Spurred by the federal Race to the Top competition, the state of Tennessee implemented a comprehensive statewide educator evaluation system in 2011. The new system is designed to increase the rigor of evaluations and better differentiate teachers based on performance. The use of more differentiated ratings represents a significant shift in…

  15. Critical Examination of Candidates' Diversity Competence: Rigorous and Systematic Assessment of Candidates' Efficacy to Teach Diverse Student Populations

    ERIC Educational Resources Information Center

    Benton-Borghi, Beatrice Hope; Chang, Young Mi

    2011-01-01

    The National Center for Educational Statistics (NCES, 2010) continues to report substantial underachievement of diverse student populations in the nation's schools. After decades of focus on diversity and multicultural education, with integrating field and clinical practice, candidates continue to graduate without adequate knowledge, skills and…

  16. Evidence Summary for New York City's Small Schools of Choice. Top Tier Evidence Initiative

    ERIC Educational Resources Information Center

    Coalition for Evidence-Based Policy, 2015

    2015-01-01

    U.S. social programs, set up to address important problems, often fall short by funding specific models/strategies ("interventions") that are not effective. When evaluated in scientifically-rigorous studies, social interventions in K-12 education, job training, crime prevention, and other areas are frequently found ineffective or…

  17. Drowning in Data but Thirsty for Analysis

    ERIC Educational Resources Information Center

    Roderick, Melissa

    2012-01-01

    This commentary frames the importance of the topic of this special issue by highlighting the changes that have occurred in school systems around data use, particularly in large urban districts, and the need for a more rigorous evidence base. Collectively, the articles in this volume provide a jumping-off point for such a research agenda around…

  18. School Administration--A Complex Profession Requiring Rigorous Standards

    ERIC Educational Resources Information Center

    Reynolds, Bronte H.

    2006-01-01

    Over the decades, those in education have waged a noble struggle in an attempt to achieve the respect and dignity worthy of their profession. Their social value, their worthiness, and the critical nature of their success, it can be argued, are every bit as significant as that of practicing medicine. Research consistently demonstrates the positive…

  19. Measuring Principal Performance: How Rigorous Are Commonly Used Principal Performance Assessment Instruments? A Quality School Leadership Issue Brief

    ERIC Educational Resources Information Center

    Condon, Christopher; Clifford, Matthew

    2010-01-01

    This brief reviews the publicly available principal assessments and points superintendents and policy makers toward strong instruments to measure principal performance. Specifically, the measures included in this review are expressly intended to evaluate principal performance and have varying degrees of publicly available evidence of psychometric…

  20. Standardized Test Results: KEEP and Control Students. 1975-1976, Technical Report #69.

    ERIC Educational Resources Information Center

    Antill, Ellen; Speidel, Gisela E.

    This report presents the results of various standardized measures administered to Kamehameha Early Education Program (KEEP) students and control students in the school year 1975-1976. In contrast to previous comparisons, KEEP employed more rigorous procedures for the selection of the control students and for the conditions of test administration.…

  1. The Pursuit of Pathways: Combining Rigorous Academics with Career Training

    ERIC Educational Resources Information Center

    Schwartz, Robert B.

    2014-01-01

    In February 2011 author Robert Schwartz, along with with two colleagues--economist Ronald Ferguson and journalist William Symonds--released a report, "Pathways to Prosperity: Meeting the Challenge of Preparing Young Americans for the 21st Century," which was published by Harvard University's Graduate School of Education. When they…

  2. Online Professional Development for Project Based Learning: Pathways to Systematic Improvement

    ERIC Educational Resources Information Center

    Ravitz, Jason; Mergendoller, John; Markham, Thom; Thorsen, Carolyn; Rice, Kerry; Snelson, Chareen; Reberry, Sherawn

    2004-01-01

    This paper describes efforts to increase the prevalence, rigor and relevance of Project Based Learning in US schools and internationally. Under a grant from the Fund for the Improvement of Post Secondary Education (FIPSE), US Department of Education, the Buck Institute for Education and partners are offering: 1) an online staff development…

  3. Academic Stress in an Achievement Driven Era: Time and School Culture

    ERIC Educational Resources Information Center

    Mrowka, Karyn Anne Kowalski

    2014-01-01

    Whether academic achievement is defined as passing a state-mandated test for graduation or earning "A's" in a rigorous course load and having a resume full of extra-curricular accomplishments, the pressure to achieve is pervading public education, creating a culture of competition and causing academic stress. A culture of competition…

  4. Evaluation of Listening Skill of ELT Textbook at Secondary School Level

    ERIC Educational Resources Information Center

    Ahmed, Mumtaz; Yaqoob, Humaira; Yaqoob, Maimoona

    2015-01-01

    Textbook evaluation means development of textbook that is based on rigorous research. In Pakistan text books are designed on communicative language teaching which focuses on communication. Morley (1991) has asserted that listening has a critical role in communication and in language acquisition because the better the students understand, the…

  5. Risk, Protection, and Achievement Disparities among African American Males: Cross-Generation Theory, Research, and Comprehensive Intervention

    ERIC Educational Resources Information Center

    Rowley, Larry L.; Bowman, Phillip J.

    2009-01-01

    In this post-industrial global society, parental and student role strains may exacerbate social-ecological risks and academic difficulties of African American male students. Therefore, school-based interventions must ensure rigorous preparation, promote successful navigation of social-ecological risks, and mobilize cultural-ecological strengths to…

  6. International Christian Schoolteachers' Traits, Characteristics, and Qualities Valued by Third Culture Kids

    ERIC Educational Resources Information Center

    Linton, Dale B.

    2015-01-01

    In this qualitative grounded theory study, 24 participants, referred to as "third culture kids" (or TCKs), ages 18-30 years, who had previously attended international Christian schools were interviewed to determine the dispositions they valued in their teachers. Incorporating principles of grounded theory, a series of rigorous steps were…

  7. Designer Librarian: Embedded in K12 Online Learning

    ERIC Educational Resources Information Center

    Boyer, Brenda

    2015-01-01

    Over the past two decades, shifts in technology have altered the roles of school librarians in a multitude of ways. New rigorous standards, proliferation of devices, and steady growth of online and blended learning for the K12 market now demand librarians engage with learners in online environments. Taking an instructional design approach is the…

  8. Democratic Bodies: Exemplary Practice and Democratic Education in a K-5 Dance Residency

    ERIC Educational Resources Information Center

    Leonard, Alison E.

    2014-01-01

    This research highlights a K-5 dance artist-in-residence as a form of democratic and exemplary dance education that ignited collaboration, promoted equity, fostered student autonomy, and demonstrated rigor in school curriculum. Through examining observation, interview, and performance-based data and calling upon critical, democratic education…

  9. Qualitative research study of high-achieving females' life experiences impacting success

    NASA Astrophysics Data System (ADS)

    Butcher, Ann Patrice

    2003-07-01

    This qualitative study investigated the life experiences of five academically gifted female students in math and science in reflection of their elementary learning prior to enrollment at a prestigious science and mathematics high school. The elite high school limits admission to the state of Illinois' top students. The purpose of this study is to unfold the story of five academically gifted females in attendance at the elite high school reflecting on their life experiences in elementary school that contributed to their current academic success. Twelve female students, who at the time of this study were currently in their senior year (12th grade) of high school, were solicited from the top academic groups who are regarded by their teachers as highly successful in class. Students were selected as part of the study based on academic status, survey completion and interest in study, Caucasian and Asian ethnicity, locale of elementary school with preference given to the variety of school demographics---urban, suburban, and rural---further defined the group to the core group of five. All female participants were personally interviewed and communicated via Internet with the researcher. Parents and teachers completing surveys as well met the methodological requirements of triangulation. An emergent theme of paternal influence came from the research. Implications supported in the research drawn from this study to increase achievement of academically gifted females include: (a) proper early identification of learner strengths plays a role; (b) learning with appropriate intellectual peers is more important than learning with their age group; (c) teachers are the greatest force for excellent instruction; (d) effective teaching strategies include cooperative learning, multi-sensory learning, problem-based learning, and hands-on science; (e) rigor in math is important; (f) gender and stereotypes need not be barriers; (g) outside interests and activities are important for self-concept; (h) high parental expectations and the parental role, especially the father's role, are imperative; and (i) reading avidly was preferred over watching television. Further research is needed to verify all components and interactions of the same with a greater sample of gifted students, by extending the study to include the male counterpart and by providing additional validity to elementary instruction and the success of academically gifted students.

  10. A high rigor temperature, not sarcomere length, determines light scattering properties and muscle colour in beef M. sternomandibularis meat and muscle fibres.

    PubMed

    Hughes, J; Clarke, F; Purslow, P; Warner, R

    2018-05-18

    Beef meat colour is impacted by both myoglobin status and the light scattering properties of the muscle, and the specific causative scattering elements of the latter are still unknown. We hypothesize that stretching muscles during rigor will generate a structure which favours light scattering, by increasing the length of the I-band (longer sarcomeres) and that a high rigor temperature will cause protein reconfiguration, changing the muscle structure and promoting light scattering. Muscle fibre fragments were isolated from four beef M. sternomandibularis and subjected to stretching (plus, minus) and three incubation temperatures (5, 15, 35 °C). Reflectance confocal laser scanning microscopy (rCLSM) revealed sarcomere stretching alone was not solely responsible for light scattering development. A high rigor temperature (35 °C) was more favourable for light scattering. Stretching and taking muscle into rigor at 35 °C promoted transverse shrinkage of muscle fibres and increased light scattering and could be applied post-mortem (PM) to reduce the occurrence of problematic dark meat. Crown Copyright © 2018. Published by Elsevier Ltd. All rights reserved.

  11. School start times and teenage driver motor vehicle crashes.

    PubMed

    Foss, Robert D; Smith, Richard L; O'Brien, Natalie P

    2018-04-26

    Shifting school start times to 8:30 am or later has been found to improve academic performance and reduce behavior problems. Limited research suggests this may also reduce adolescent driver motor vehicle crashes. A change in the school start time from 7:30 am to 8:45 am for all public high schools in one North Carolina county presented the opportunity to address this question with greater methodologic rigor. We conducted ARIMA interrupted time-series analyses to examine motor vehicle crash rates of high school age drivers in the intervention county and 3 similar comparison counties with comparable urban-rural population distribution. To focus on crashes most likely to be affected, we limited analysis to crashes involving 16- & 17-year-old drivers occurring on days when school was in session. In the intervention county, there was a 14% downward shift in the time-series following the 75 min delay in school start times (p = .076). There was no change approaching statistical significance in any of the other three counties. Further analysis indicated marked, statistically significant shifts in hourly crash rates in the intervention county, reflecting effects of the change in school start time on young driver exposure. Crashes from 7 to 7:59 am decreased sharply (-25%, p = .008), but increased similarly from 8 to 8:59 am (21%, p = .004). Crashes from 2 to 2:59 pm declined dramatically (-48%, p = .000), then increased to a lesser degree from 3 to 3:59 pm (32%, p = .024) and non-significantly from 4 to 4:59 (19%, p = .102). There was no meaningful change in early morning or nighttime crashes, when drowsiness-induced crashes might have been expected to be most common. The small decrease in crashes among high school age drivers following the shift in school start time is consistent with the findings of other studies of teen driver crashes and school start times. All these studies, including the present one, have limitations, but the similar findings suggest that crashes and school start times are indeed related, with earlier start times equating to more crashes. Later high school start times (>8:30 am) appear to be associated with lower adolescent driver crash rates, but additional research is needed to confirm this and to identify the mechanism by which this occurs (reduced drowsiness or reduced exposure). Copyright © 2018 Elsevier Ltd. All rights reserved.

  12. Reply [to “Comment on ‘Teaching evolution, the Kansas School Board of Education, and the democratization of science’” The causes of anti-science views

    NASA Astrophysics Data System (ADS)

    Lin, Johnny Wei-Bing

    I thank R. Stephen White for responding to my Eos Forum article and appreciate the opportunity to have a dialogue with him regarding these issues.He argues that populism is not the primary cause of anti-science thinking. Rather, public sentiment toward science is one of implicit acceptance. Anti-science thinking and actions are cultural anomalies, possibly the result of conservative political activism, religious schooling, or lack of intellectual rigor.

  13. Vision for the College, Career, and Civic Life (C3) Framework for Inquiry in Social Studies State Standards: Guidance for States to Use in Enhancing Their Standards for Rigor in Civics, Economics, Geography, and History in K-12 Schools

    ERIC Educational Resources Information Center

    Council of Chief State School Officers, 2012

    2012-01-01

    In the advent of the development and mass adoption of the common core state standards for English language arts and mathematics, state and local agencies have now expressed a need to the Council of Chief State School Officers (CCSSO or the Council) for assistance as they upgrade existing social studies standards to meet the practical goal of…

  14. David crighton, 1942-2000: a commentary on his career and his influence on aeroacoustic theory

    NASA Astrophysics Data System (ADS)

    Ffowcs Williams, John E.

    David Crighton, a greatly admired figure in fluid mechanics, Head of the Department of Applied Mathematics and Theoretical Physics at Cambridge, and Master of Jesus College, Cambridge, died at the peak of his career. He had made important contributions to the theory of waves generated by unsteady flow. Crighton's work was always characterized by the application of rigorous mathematical approximations to fluid mechanical idealizations of practically relevant problems. At the time of his death, he was certainly the most influential British applied mathematical figure, and his former collaborators and students form a strong school that continues his special style of mathematical application. Rigorous analysis of well-posed aeroacoustical problems was transformed by David Crighton.

  15. Peer Contexts in Schools: Avenues Toward Behavioral Health in Early Adolescence.

    PubMed

    Cappella, Elise; Hwang, Sophia H J

    2015-01-01

    Peer contexts play an important role in the behavioral health of early adolescents in schools. Behavioral health involves the observable academic and social behaviors that relate to and influence youths' subsequent health and development. Setting-level research on peer networks and social norms indicates these aspects of peer contexts vary by peer group, classroom, and school and dynamically relate to individual students' academic and social behaviors. Yet, although peer contexts are both influential and potentially malleable, little research examines the effects of school and classroom interventions on the development and maintenance of positive and productive peer contexts in schools. The current article identifies school structures and classroom processes theorized to directly or indirectly shift peer networks and social norms-and thereby increase the behavioral health of early adolescents in schools. We discuss the need for more rigorous and relevant research to better understand the role of schools and classrooms in strengthening these peer contexts and promoting behavioral health in early adolescence.

  16. Middle School Teacher Misconceptions and Anxieties Concerning Space Science Disciplinary Core Ideas in NGSS

    NASA Astrophysics Data System (ADS)

    Larsen, Kristine

    2017-01-01

    The Disciplinary Core Ideas (DCI) of the Next Generation Science Standards (NGSS) are grouped into the broad disciplinary areas of Physical Sciences, Life Sciences, Earth and Space Sciences, and Engineering, Technology and Application of Science, and feature learning progressions based on endpoint targets for each grade band. Since the Middle School DCIs build on the expected learning achievements to be reached by the end of Fifth Grade, and High School DCI similarly build on the expected learning achievements expected for the end of Eighth Grade, the Middle School grade band is of particular importance as the bridge between the Elementary and High School curriculum. In states where there is not a special Middle School Certification many of these science classes are taught by teachers prepared to teach at the Elementary level (and who may have limited content background). As a result, some pre-service and in-service teachers have expressed reduced self-confidence in both their own science content knowledge and their ability to apply it in the NGSS-based classroom, while decades of research has demonstrated the pervasiveness of science misconceptions among teachers. Thus the adoption of NGSS has the potential to drive talented teachers out of the profession who feel that they are ill-prepared for this sweeping transition. The key is providing rigorous education in both content and pedagogy for pre-service teachers and quality targeted professional development for in-service teachers. This report focuses on the Middle School Space Sciences grade band DCIs and presents research on specific difficulties, misconceptions and uncertainties with the material demonstrated by pre-service education students over the past four years in a required university science content course, as well as two year-long granted workshop series for current Middle School teachers. This information is relevant to the development of both new content courses aligned with NGSS for pre-service teachers and professional development for in-service teachers.

  17. Unique Contributors to the Curriculum: From Research to Practice for Speech-Language Pathologists in Schools.

    PubMed

    Powell, Rachel K

    2018-04-05

    This lead article of the Clinical Forum focuses on the research that supports why speech-language pathologists (SLPs) are an integral part of the overarching curriculum for all students in schools. Focus on education has shifted to student performance in our global world, specifically in college and career readiness standards. This article reviews recommendations on best practice from the American Speech-Language-Hearing Association on SLPs' roles in schools, as well as data on school-based services. Implementation of these practices as it is applicable to school initiatives will be explored. Methods of interventions available in schools, from general education to special education, will be discussed based on national guidelines for a Response to Intervention and Multi-Tiered System of Support. Research regarding teacher knowledge of the linguistic principles of reading instruction will be explored, as well as correlation between teacher knowledge and student performance. The implications for how SLPs as the linguistic experts offer unique roles in curriculum and the evidence available to support this role will be explored. Implications for future research needs will be discussed. The demands of a highly rigorous curriculum allow SLPs a unique opportunity to apply their knowledge in linguistic principles to increase student performance and achievement. With the increased focus on student achievement, growth outcome measures, and value-added incentives, it is critical that SLPs become contributors to the curriculum for all students and that data to support this role are gathered through focused research initiatives.

  18. Changing the Kindergarten Cutoff Date: Effects on California Students and Schools. Technical Appendix

    ERIC Educational Resources Information Center

    Cannon, Jill S.; Lipscomb, Stephen

    2008-01-01

    In this appendix to our Occasional Paper, we review 14 recent rigorous studies on how entrance age affects student outcomes in the short and long term, paying particular attention to aspects that are most relevant to state-level policy decisions. We summarize findings related to elementary and secondary academic achievement, grade retention,…

  19. Rates of Student-Reported Antisocial Behavior, School Suspensions, and Arrests in Victoria, Australia and Washington State, United States

    ERIC Educational Resources Information Center

    Hemphill, Sheryl A.; McMorris, Barbara J.; Toumbourou, John W.; Herrenkohl, Todd I.; Catalano, Richard F.; Mathers, Megan

    2007-01-01

    Background: Few methodologically rigorous international comparisons of student-reported antisocial behavior have been conducted. This paper examines whether there are differences in the frequency of both antisocial behavior and societal responses to antisocial behavior in Victoria, Australia and Washington State, United States. These 2 states were…

  20. Meeting New Challenges at Home and Abroad: Liberal Education's New Premium

    ERIC Educational Resources Information Center

    Lawton, Barbara

    2006-01-01

    In this article, the author discusses that in January 2006, the "New York Times" headlined a new $3.75 billion federal initiative that would give $750 grants to low-income college students who successfully completed a "rigorous secondary school program of study" (Dillon 2006). The author argues that this quiet addition to the…

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