3 edition of High school restructuring and the equitable distribution of achievement found in the catalog.
High school restructuring and the equitable distribution of achievement
by [U.S. Dept. of Education], Office of Educational Research and Improvement in Washington, DC
Written in English
|Statement||Julia Smith, Valerie Lee.|
|Contributions||Lee, Valerie., United States. Office of Educational Research and Improvement.|
|The Physical Object|
Achieving Equitable Educational Outcomes with All Students: The Institution’s Roles and Responsibilities By Georgia L. Bauman, Leticia Tomas Bustillos, Estela Mara Bensimon, M. Christopher Brown II, and RoSusan D. Bartee One in a series of three papers commissioned as part of the Making Excellence Inclusive initiativeFile Size: KB. What Every Principal Needs to Know to Create Equitable and Excellent Schools by George Theoharis and Jeffrey Brooks is a great read for current or aspiring principals who are looking to enhance their content knowledge and repertoire in equitable practices in s: 9.
This book is also great for parents of high school students of any age, to help them guide (not direct) their children along the right path. Part one - The intro is humorous and the chart on page 30 showing the difference in structure between the day of a high school student and Cited by: 1. • An explanation of the problem of inequitable teacher distribution. • An overview of school policies and practices that appear to contribute to equitable teacher distribution. • Strategies for school leaders to enhance teacher recruitment, hiring, and placement practices as well as improve working Size: 2MB.
Attaining Equitable Distribution of E ective Teachers in Public Schools By Glenda L. Partee April ASSOCIATED PRESS/RICH PEDRONCELLI. School Composition and the Black–White Achievement Gap 3 3 Introduction he academic achievement of both Black and White public school students, as measured by the NAEP, has improved across time (Vanneman et al. ). However, the diference, or gap, in the achievement .
beginnings, Egypt & Assyria
Mechanisms of insulin action on sympathetic nerve activity
Eros and civilisation
Basic Human Rights Instruments
independence of Canada.
Twentieth-century essays and addresses
Planning the future academic medical centre
Beauty and the beast
Wheat and cockle
Tricking the batsman.
Energy and security, implications for American policy
The investigation addresses the ways that achievement gains in mathematics and science correspond to the social distribution of family socioeconomic status. Using data from the first three waves of the National Education Longitudinal Study (), researchers compared the equity of achievement between schools that follow restructured reform practices to those following more traditional Author: Julia Smith, Valerie Lee.
Although the effort to restructure the American high school is in high gear, little attention has been directed to how changes in high schools' organizational structures might affect the dynamic of equity in student learning--the ways that schooling outcomes reflect students' social background.
Using a sample of 9, students in U.S. high schools with 3 waves of data from the National Education Longitudinal Study of (NELS), it extends an earlier study that demonstrated positive effects of high school restructuring not only on learning but also on its equitable distribution Cited by: Effects of High School Restructuring and Size on Early Gains in Achievement and Engagement Article (PDF Available) in Sociology of Education 68(4).
The fundamental purpose of the Every Student Succeeds Act (ESSA) is to ensure educational quality and equality by authorizing funding and establishing programs aimed at providing resources to support our nation’s most vulnerable students.
Critical to the overall strategy is the preparation, recruitment, development, retention, and equitable distribution of high-quality teachers to all schools, particularly among schools with large concentrations of high-needs. Part II of this book offers more examples of how teachers’ instruction and assignments can demand, and student work can demonstrate, high levels of Authentic Intellectual Work.
Louis, Kruse, and Marks () showed that schools with higher levels of professional community were more likely to show higher levels of authentic pedagogy. Lee, V. E., & Smith, J.
How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education, 70, – CrossRef Google ScholarCited by: INEQUALITY AND ACHIEVEMENT. The concentration of minority students in high-minority schools facilitates inequality.
Nearly two-thirds of “minority” students attend predominantly minority schools, and one-third of black students attend intensely segregated schools (90% or more minority enrollment), most of which are in central cities (Schofield,p. ).Cited by: A blog about equitable distribution, exploring ways to ensure that the.
million public school students living in poverty, million students of color, million students who are English language learners, million students with disabilities, and the million students in rural schools.
Criteria for an Equitable School – Equity Audit An equitable school provides the climate, process, and content which enable students and staff to perform at their highest level.
An equitable school ensures successful academic outcomes by providing equitable resources and appropriate instructional strategies for each student. The equitable school. Book. Jun ; A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools High School Restructuring and the Equitable Distribution of Achievement.
Revised. Like much of Lee’s previous work, Restructuring High Schools for Equity and Excellence focuses on questions about the effects of school size on student achievement and engagement. In the end, the authors conclude that size, like other school reforms, is not a determinant of student learning, but can be a “facilitating factor” (p.
) for. achievement and engagement, as well as an association berween school restructuring and a more equitable distribution of these outcomes among students from differing social backgrounds.
ED EA AUTHOR Lee, Valerie E.; Smith, Julia B. TITLE Effects of High School Restructuring and Size on. Gains in Achievement and Engagement for Early The distribution of gains in achievement and engagement was also more equitable in restructured schools.
School. We are excited to share Diane Staehr Fenner's new outstanding article from Educational Leadership, published by February edition focuses entirely on ELLs. (A digital version of the magazine will be posted in early February, but Diane's article is available online for free.).
School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students.
In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K 12 spectrum. Readers learn directly from experts in each of the content domains (literacy. Attaining Equitable Distribution of E ective Teachers in Public Schools about the impact of high-quality teaching on student achievement.
We also know link teacher characteristics and effectiveness data to student achievement and school success. This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. Visitand do not hesitate to contact us for more information.
Equity and Quality in Education SUPPORTING DISADVANTAGED STUDENTS AND SCHOOLS Equity and Quality in Education SUPPORTING DISADVANTAGED STUDENTS AND. Books shelved as achievement: Outliers: The Story of Success by Malcolm Gladwell, Mindset: The New Psychology of Success by Carol S.
Dweck, Mastery: The. The school-within-a-school model may be an effective and affordable way to capture the benefits of smaller-scale schooling within larger school buildings. While research results are limited, the school-within-a-school model has the potential to contribute to a greater sense of student well-being, a sense of student community, and higher student.
This study assessed the impact on tenth grade students of attending high schools whose practices are consistent with the school-restructuring movement. Using data on a sample of 11, sophomores in high schools from the first two waves of the National Educational Longitudinal Study of (NELS), the authors evaluated restructuring effects on students' gains in.An award-winning professor and an accomplished educator, Jal Mehta and Sarah Fine take us beyond the hype of reform and inside some of America's most innovative classrooms to show what is working -- and what isn't.
In a world where test scores have been king, this boldly humanistic book offers a rich account of what education can be at its best.The Educational Leader’s Guide for School Scheduling: Strategies Addressing Grades K is the first publication to address creative scheduling at all levels: K-5 or 6, K-8, middle, and high schools.
This essential resource provides strategies for the effective and equitable distribution of available FTEs throughout the district, while helping you work through the many critical questions.