Search Results: (1-15 of 17 records)
|The Effect of Discipline Reform Plans on Exclusionary Discipline Outcomes in Minnesota
In 2017 the Minnesota Department of Human Rights identified 43 local education agencies in the state as being in violation of the Minnesota Human Rights Act for their use of exclusionary discipline practices (suspensions, exclusions, and expulsions) at higher rates for American Indian students, Black students, and students in special education, as well as for their overall use of discipline practices. The department agreed not to pursue legal action against any identified local education agency that created and implemented a plan to reform its discipline practices. This study examined the use of exclusionary discipline practices by Minnesota local education agencies from 2014/15 through 2018/19 and the extent to which the creation of discipline reform plans by identified local education agencies was associated with changes in discipline outcomes. The study found that creating a discipline reform plan was not associated with a statistically significant change in exclusionary discipline actions experienced by students.
|Are State Policy Reforms in Oregon Associated with Fewer School Suspensions and Expulsions?
In 2013 and 2015, Oregon enacted legislation that shifted school discipline policies from a zero-tolerance approach to one that emphasizes preventing behavioral problems and reducing unnecessary suspensions and expulsions. These types of discipline are often referred to as exclusionary because they remove students from classroom instruction. This study examines the association between state-level policies and suspension and expulsion rates in Oregon.
Study findings suggest that the policy shift has led to some short-term progress on two of the state’s main goals: reducing unnecessary removal of students from classroom instruction for disciplinary reasons and reducing exclusionary discipline for weapons offenses that do not involve firearms. Across all grade spans, the use of exclusionary discipline declined from 2008/09 to 2016/17 in Oregon schools, with higher reductions in the secondary grades. The declining rates of exclusionary discipline indicate progress, but growth in out-of-school suspensions in recent years suggests the need for further monitoring and additional support. For example, strengthening efforts to reduce suspensions for minor infractions, especially in secondary grades, could help reduce unnecessary suspensions overall&mdash:a priority of Oregon’s school discipline policy reforms.
|Investigating Developmental and college-level course enrollment and passing before and after Florida's developmental education reform
Beginning with 2014 fall semester, developmental education in Florida was made optional for most students. This report compares enrollment and passing rates in developmental reading, writing, and mathematics courses as well as gateway English and mathematics courses for a cohort of first-time-in-college students in fall 2014 to three cohorts of students in the fall semesters prior to 2014. Compared to prior semesters, once developmental education became optional fewer students enrolled in developmental education courses. Passing rates for developmental education courses in reading, writing, and math increased an average of 2.0 percentage points over fall 2013. More students enrolled in gateway (entry-level, college-credit bearing) courses. Gateway course passing rates declined compared to previous years, with the largest declines occurring in intermediate algebra. The proportion of the first-time-in-college fall cohort students passing a gateway course increased compared to previous years.
|State, District, and School Implementation of Reforms Promoted Under the Recovery Act: 2009-10 through 2011-12
This report, based on surveys completed by all 50 SEAs and the District of Columbia (DC) and nationally representative samples of districts and schools during spring 2011 and 2012, examines implementation of the key education reform strategies promoted by the Recovery Act in 2011–12, the extent to which implementation reflected progress since Recovery Act funds were first distributed, and challenges with implementation. Findings showed variation in the prevalence and progress of reform activities across the areas of reform assessed and by state, district, or school level. Implementation progress was most consistent across the areas of reform at the state level. At all levels, implementation challenges related to educator evaluation and compensation were common.
|Changes in Student Populations and Teacher Workforce in Low-Performing Chicago Schools Targeted for Reform
This 2006-11 REL Midwest at Learning Point Associates report, Changes in student populations and teacher workforce in low-performing Chicago schools targeted for reform, examines changes in student populations and teacher workforce in 31 chronically low-performing Chicago public schools. These schools were selected for district-led reform interventions following five distinct types of reform models.
|New and Experienced Teachers in a School Reform Initiative: The Example of Reading First
This study compares the experiences and perceptions of new and experienced teachers in 235 schools in six western states (Alaska, Arizona, Idaho, Montana, Washington, and Wyoming) that have adopted the Reading First school reform initiative. Using previously collected data from surveys and interviews, the study considers four areas of the reform initiative for bringing all K-3 students up to grade level in reading by grade 3: instructional coaches, teacher collaboration, use of student assessment data, and support for reform. The study found three differences in new teachers’ experiences with their reading coach (in amount of feedback, requested help, and belief that interactions with coaches changed their instruction practices), but not in overall perceptions of support from reading coaches. It also found that new teachers' confidence in their ability to use data for tasks such as grouping students and understanding schoolwide trends was significantly lower than that of experienced teachers. The study found no differences between the two groups in their perceptions of collaborative grade-level meetings--both agreed that the meetings were a good use of their time--or in their overall support for Reading First.
|Talent Development High Schools
Talent Development High Schools is a school reform model for restructuring large high schools with persistent attendance and discipline problems, poor student achievement, and high dropout rates. The model includes both structural and curriculum reforms. It calls for schools to reorganize into small "learning communities"—including ninth-grade academies for first-year students and career academies for students in upper grades—to reduce student isolation and anonymity. It also emphasizes high academic standards and provides all students with a college-preparatory academic sequence.
|Developments in School Finance: 2004
This report contains papers presented at the 2004 annual NCES Summer Data Conference. Discussions and presentations dealt with such topics as measuring school efficiency, analyzing the return on education investment, calculating education costs per student, and assessing the financial condition of school districts.
|Developments in School Finance: 2003
This report contains papers presented at the 2003 annual NCES Summer Data Conference. The scholars' papers address teacher turnover; financing urban schools; the costs of improving student performance; distinguishing good schools from bad in principle and practice; an evaluation of the efficacy of state adequacy and equity indicators; school finance reform in Vermont; and school accountability.
|National Student Service-Learning and Community Service Survey (FRSS 71): Public Use Data Files
This file contains data from a 1999 quick-response survey, "National Student Service-Learning and Community Service Survey" (FRSS 71). The survey was sent to principals at elementary and secondary public schools, who passed it along to the school official most knowledgeable about the types of programs in question. These officials were asked about policies, support, and funding for their school’s community service and service learning programs. Questions covered rates of student participation, presence of school policies requiring participation, reasons that schools encourage involvement, level of integration of service learning into the curriculum, program staffing, types of service-learning available to students, availability of support and professional development for teachers, presence of service-learning project evaluation measures, and sources of funding.
|Developments in School Finance, 1999-2000
This report includes the fiscal proceedings from the annual NCES State Data Conference July 1999 and July 2000. The individual papers address evaluating school performance; school district spending on professional development; making money matter; school reform and resource allocation; school finance litigation and property tax revolts; and where new state money goes when distributed to school districts.
|Service-Learning and Community Service in K-12 Public Schools
Service-learning, discussed here in terms of incorporating community service experiences into students' school work, has long been viewed as a positive education reform option. Beginning in the 1970s, educators began paying more attention to this teaching option and the 1990s saw an array of initiatives to help promote the practice. To determine how extensive the practice is, NCES conducted the first national-level study of service-learning in America's K-12 public schools in the spring of 1999. Analysis of this study reveals a number of interesting results including the fact that roughly one-third of these schools have incorporated service-learning to some extent and that most of the schools that have service-learning provide teachers some sort of support to help them integrate service into their curriculum.
|Status of Education Reform in Public Elementary and Secondary Schools: Teachers' Perspective
This report details findings from the Fast Response Survey System (FRSS) survey: Teachers' Perspectives, Teacher Survey on Education Reform. A companion to a similar survey of public school principals conducted at the same time, this survey asked teachers for their views on topics including: implementing reform activities, high standards for all students, and professional development activities for teachers.
|Status of Education Reform in Public Elementary and Secondary Schools: Principals' Perspectives
This report contains information about reform efforts in schools reported by school principals through a mail survey. It presents the findings of the principal survey, called the "Public School Survey on Education Reform.
|How Widespread is Site-Based Decisionmaking in the Public Schools? (Issue Brief)
The push towards decentralization raises questions about the composition and areas of responsibility of site-based decisionmaking bodies. What percentages of these groups include teachers? parents? What school policy areas do site-based decisionmaking bodies consider? Data available from the 1993-94 Schools and Staffing Survey (SASS), conducted by the National Center
1 - 15 Next >>
Page 1 of 2