Getting Students on Track for Graduation

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ISBN 13 :
Total Pages : 82 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Getting Students on Track for Graduation by : Ann-Marie Faria

Download or read book Getting Students on Track for Graduation written by Ann-Marie Faria and published by . This book was released on 2017 with total page 82 pages. Available in PDF, EPUB and Kindle. Book excerpt: Although high school graduation rates are rising--the national rate was 82 percent during the 2013/14 school year (U.S. Department of Education, 2015)--dropping out remains a persistent problem in the Midwest and nationally. Many schools now use early warning systems to identify students who are at risk of not graduating, with the goal of intervening early to help students get back on track for on-time graduation. Although research has guided decisions about the types of data and indicators used to flag students as being at risk, little is known about the impact of early warning systems on students and schools--and in particular, whether these systems do help get students back on track. This study, designed in collaboration with the REL Midwest Dropout Prevention Research Alliance, examined the impact and implementation of one early warning system--the Early Warning Intervention and Monitoring System (EWIMS)--on student and school outcomes. To assess the impact of EWIMS on student and school outcomes, 73 high schools in three Midwest Region states were randomly assigned to implement EWIMS during the 2014/15 school year (37 EWIMS schools) or to continue their usual practices for identifying and supporting students at risk of not graduating on time and to delay implementation of EWIMS until the following school year (36 control schools). The study included 37,671 students in their first or second year of high school, with 18,634 students in EWIMS schools and 19,037 students in control schools. EWIMS and control schools and students were similar on all background characteristics prior to random assignment. The study examined the impacts of EWIMS on indicators of student risk and on student progress in school after the first year of EWIMS adoption. The study found that EWIMS reduced the percentage of students with risk indicators related to chronic absence and course failure but not related to low GPAs or suspension: (1) The percentage of students who were chronically absent (missed 10 percent or more of instructional time) was lower in EWIMS schools (10 percent) than in control schools (14 percent); this 4 percentage point difference was statistically significant; and (2) The percentage of students who failed one or more courses was lower in EWIMS schools (21 percent) than in control schools (26 percent); this 5 percentage point difference was statistically significant; (3) The percentage of students who had a low GPA (2.0 or lower) was 17 percent in EWIMS schools and 19 percent in control schools; this difference was not statistically significant. However, sensitivity analyses that used continuous GPA data instead of the binary risk indicator showed that, on average, GPAs were higher in EWIMS schools (2.98) than in control schools (2.87); this difference was statistically significant; and (4) The percentage of students who were suspended once or more was 9 percent in both EWIMS and control schools; there was no statistically significant difference. EWIMS did not have an impact on student progress in school. That is, there was not a statistically significant difference between EWIMS and control schools in the percentage of students who earned insufficient credits to be on track to graduate within four years (14 percent in both). At the school level, EWIMS did not have a detectable impact on school data culture, that is, the ways in which schools use data to make decisions and identify students in need of additional support. In nearly all participating schools, overall implementation of the EWIMS seven-step process was low, and implementation was challenging. Nevertheless, EWIMS schools were more likely than control schools to report using an early warning system and having a dedicated team to identify and support at-risk students, but EWIMS schools did not differ from control schools in the frequency of data review or the number and type of interventions offered. This report provides rigorous initial evidence that even with limited implementation during the first year of adoption, using a comprehensive early warning system can reduce the percentage of students who are chronically absent or who fail one or more courses. These short-term results are promising because chronic absence and course failure in grades 9 and 10 are two key indicators that students are off track for on-time graduation. However, because the past research linking indicators to on-time graduation is correlational, it is not yet known if improving these indicators leads to improving on-time graduation rates. Also, EWIMS did not have a detectable impact on other measured indicators that are related to students' likelihood of on-time graduation, including low GPAs, suspensions, and earning insufficient credits. Future research is needed to better understand the mechanisms through which EWIMS had an impact on chronic absence and course failure and why EWIMS did not affect other outcomes. In particular, studies could focus on identifying which staff actions and student experiences lead to improved student outcomes. Studies should also examine whether schools achieve improved overall implementation in subsequent years and whether (and how) the observed impacts fade, grow larger, or extend to other risk indicators (low GPAs and suspensions); to intermediate outcomes (including student persistence and progress in school); and to long-term outcomes (including dropout and on-time graduation rates). The following are appended: (1) Planned implementation of the Early Warning Intervention and Monitoring System; (2) Recruitment, random assignment, and study sample; (3) Data collection and analytic methods; (4) Detailed findings and supplementary analyses; and (5) Disclosure of potential conflicts of interest.

The On-track Indicator as a Predictor of High School Graduation

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Publisher :
ISBN 13 : 9780972603560
Total Pages : 26 pages
Book Rating : 4.6/5 (35 download)

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Book Synopsis The On-track Indicator as a Predictor of High School Graduation by : Elaine Marie Allensworth

Download or read book The On-track Indicator as a Predictor of High School Graduation written by Elaine Marie Allensworth and published by . This book was released on 2005-01-01 with total page 26 pages. Available in PDF, EPUB and Kindle. Book excerpt: The First Year Of High School Is A Critical Transition Period For Students, Those Who Succeed In Their First Year Are More Likely To Continue To Do well in The Following Years And Eventually Graduate. Because A Successful Transition Into High School Is So Important, In 1999 The Consortion Developed An Indicator To Gauge Whether Students Make Sufficient Progress In Their Freshman Year Of High School To Be On-Track To Graduate Within Four Years. The Evidence Presented Here Suggests That the On-Track Indicator Can Be A Valuable Tool For Parents, Schools, And The School System As They Work To Improve Students Likelihood Of Graduating.

High School Dropout, Graduation, and Completion Rates

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Publisher : National Academies Press
ISBN 13 : 0309163072
Total Pages : 154 pages
Book Rating : 4.3/5 (91 download)

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Book Synopsis High School Dropout, Graduation, and Completion Rates by : National Academy of Education

Download or read book High School Dropout, Graduation, and Completion Rates written by National Academy of Education and published by National Academies Press. This book was released on 2011-04-17 with total page 154 pages. Available in PDF, EPUB and Kindle. Book excerpt: High school graduation and dropout rates have long been used as indicators of educational system productivity and effectiveness and of social and economic well being. While determining these rates may seem like a straightforward task, their calculation is in fact quite complicated. How does one count a student who leaves a regular high school but later completes a GED? How does one count a student who spends most of his/her high school years at one school and then transfers to another? If the student graduates, which school should receive credit? If the student drops out, which school should take responsibility? High School Dropout, Graduation, and Completion Rates addresses these issues and to examine (1) the strengths, limitations, accuracy, and utility of the available dropout and completion measures; (2) the state of the art with respect to longitudinal data systems; and (3) ways that dropout and completion rates can be used to improve policy and practice.

Keeping Students on Track for Graduation. Research Brief

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ISBN 13 :
Total Pages : 4 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Keeping Students on Track for Graduation. Research Brief by : Mike Muir

Download or read book Keeping Students on Track for Graduation. Research Brief written by Mike Muir and published by . This book was released on 2004 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt: No Child Left Behind is one of several factors motivating more and more high schools to work with their students to stay on track to graduating within four years. Unfortunately, research shows that neither by themselves works especially well: retention and social promotion are expensive failures. They are ineffective in improving student learning and achievement. Grade retention is ineffective. It is often imposed for nonacademic reasons, fails to improve academic achievement, and exacerbates the dropout problem. The alternative to these failed strategies is to personalize the learning environment. Personalization occurs when a school is committed to high achievement from at-risk learners; when opportunities are presented for early prevention of school failure; when at-risk students and teachers know, trust, and respect each other; when at-risk students find curricula meaningful and relevant; when instructional practices increase at-risk students' personal investment in learning; when extra time and extra help are provided to support learning; and when there is strong parental involvement in students' academic progress. Meaningful instruction taught by competent teachers in caring school environments helps at-risk students become competent learners, thus preventing the need for retention and social promotion. (Contains 5 online resources.).

What Matters for Staying On-Track and Graduating in Chicago Public High Schools

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Publisher :
ISBN 13 : 9780978738341
Total Pages : 68 pages
Book Rating : 4.7/5 (383 download)

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Book Synopsis What Matters for Staying On-Track and Graduating in Chicago Public High Schools by : Elaine Allensworth

Download or read book What Matters for Staying On-Track and Graduating in Chicago Public High Schools written by Elaine Allensworth and published by . This book was released on 2013-04-05 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Almost half of all Chicago Public School students fail to graduate, and in some CPS high schools more students drop out than graduate. It is a problem that can sometimes feel overwhelming to address because the causes of dropout are myriad and complex. What is often lost in discussions about dropping out is the one factor that is most directly related to graduation-students' performance in their courses. In this research report, CCSR authors Elaine Allensworth and John Q. Easton look into the elements of course performance that predict whether students will graduate and suggest what schools and families can do to keep more teens in school. Building on earlier CCSR research of "on-track indicators" that demonstrated a connection between failing freshman classes and dropping out, the authors found that a number of freshman-year factors can be used to predict high school graduation. Grades are as predictive as on-track indicators; almost all students with a "B" average or better at the end of their freshman year graduate, compared to only a quarter of those with a "D" average. The research also revealed how critical attendance is for freshman success. Conventional wisdom holds that eighth grade test scores are good predictors of students' likelihood to do well in high school courses. However, course attendance is eight times more predictive of course failure in the freshman year than test scores. Just one week of absence is associated with a much greater likelihood of failure, regardless of incoming achievement. The authors also examine how school practices affect students' grades, failure rates and attendance. Students' grades and attendance are particularly better than expected in schools characterized by two features-supportive relationships between teachers and students, and a perception among students that the work they are doing in high school is preparing them for the future.

What Matters for Staying On-Track and Graduating in Chicago Public Highs Schools

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ISBN 13 :
Total Pages : 68 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis What Matters for Staying On-Track and Graduating in Chicago Public Highs Schools by : Elaine M. Allensworth

Download or read book What Matters for Staying On-Track and Graduating in Chicago Public Highs Schools written by Elaine M. Allensworth and published by . This book was released on 2007 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite increasing recognition that a high school diploma is a minimum requirement for success in the workplace, nearly half of Chicago Public Schools (CPS) students fail to graduate, and in some CPS high schools, more students drop out than graduate. Research on dropping out has shown that the decision to persist in or leave school is affected by multiple contextual factors interacting in a cumulative way over the life course of a student. Often overlooked in this discussion is one most directly related to graduation: student course performance. This report looks at student performance in freshman coursework, how it is related to eventual graduation and how personal and school factors contribute to success of failure in freshman-year courses. Data on course performance can be used to identify future dropouts and graduates with precision, and performance indicators are compared to discern how they might be used for nuanced targeting of students at risk of dropping out. Factors contributing to successful course performance demonstrate that what students do while in high school is more important that their background or preparation for high school; Significant findings include: (1) Course passing rates are found to be primarily determined by attendance; and (2) Students attend class more often when they have strong relationships with their teachers, and when they see school and their coursework as relevant and important for their future. This is the message that must be urged upon both students and parents. The document includes four appendixes: (A) Individual School Data; (B) Description of Survey Measures; (C) Correlations Involving Survey Measures; and (D) Summaries of Models. (Individual chapters contain figures, tables, and endnotes.).

More High School Graduates: How Schools Can Save Students FromDropping Out

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Publisher :
ISBN 13 : 9781299398412
Total Pages : 208 pages
Book Rating : 4.3/5 (984 download)

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Book Synopsis More High School Graduates: How Schools Can Save Students FromDropping Out by : Ben Levin

Download or read book More High School Graduates: How Schools Can Save Students FromDropping Out written by Ben Levin and published by . This book was released on 2012 with total page 208 pages. Available in PDF, EPUB and Kindle. Book excerpt: "More High School Graduates" is a comprehensive guide for school leaders and government policymakers committed to boosting high school graduation rates. Drawing from his knowledge as an education official and professor, author Ben Levin presents a system to turn around secondary schools that is adaptable for local-, district-, and state-level decision making. Offering a road map for improvement, this book's practical and specific recommendations have increased graduation rates across hundreds of high schools. Components include: (1) Keeping track of all students' progress and intervening early to prevent failure; (2) Establishing curriculum and graduation requirements that support increased student success; (3) Improving teaching and learning; (4) Connecting with the community to engage families, local businesses, and other stakeholders in improving graduation rates; and (5) Implementing methods for planning, communicating, and winning support. The stigma of "dropout factories" hangs over school districts and education agencies. This book helps turn any school or district into a success factory producing more graduates and better learning outcomes. [Foreword by Michael Fullan. This book is a joint publication with opc.].

Using Online Learning for Credit Recovery

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ISBN 13 :
Total Pages : 25 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Using Online Learning for Credit Recovery by : Allison Powell

Download or read book Using Online Learning for Credit Recovery written by Allison Powell and published by . This book was released on 2015 with total page 25 pages. Available in PDF, EPUB and Kindle. Book excerpt: Our country has been trying to address the graduation crisis in many ways. We are seeing the impact of the efforts to improve graduation rates over the past twenty years including agreement among states to implement a common cohort-based graduation rate, research-based efforts to improve the transition to 9th grade, increased academic and social supports, individualized instruction, effective use of educational technology and building new capacity of districts to provide multiple pathways to graduation including re-engagement centers so young people that had previously disengaged from school can re-enroll in school to complete their diplomas. Initially, when students were over-age and under-credited, school districts had to depend on alternative schools designed for students that need more support and/or flexibility, and used by students that may have disengaged from school, seeking a different learning environment or pushed out through disciplinary policies. With online and blended learning, districts are beginning to develop flexibly paced credit recovery to help students stay on track to graduation instead of finding themselves in senior year with no way to graduate. Alternative schools like other schools have been integrating online learning to create more options for students. Today, one of the root issues is the older students who are missing a significant number of credits do not have the time to sit in class again, thus competency-based programs are a better option. Online learning is inherently modular. Allowing more time to build mastery and experience smaller successes along the way would also function to prevent huge gaps in their learning that ultimately requires them to retake full courses today. At the heart of the issue, when students have gaps in learning, competency-based education approaches can let kids focus in more closely on where there are gaps in learning--rather than waiting until students have to catch up by re-enrolling in entire credits. Just focusing on making up credits may not help them strengthen their skills. Adaptive learning and educational software can really help students strengthen their basic foundational skills and increase fluency on the lower levels of Bloom's taxonomy on appropriate learning goals. But, that is not enough. Students need to be able to engage in higher order thinking skills and demonstrate deeper learning to build their analytical, evaluation, synthesis and be able to apply their learning on the higher levels of Bloom's taxonomy. It is important for students to get to the higher levels of depth of knowledge, and an especially critical issue for kids who are having trouble in school. It is important that our system begin to transform around the needs of students. To ensure success, the focus should be on how we help students graduate with the skills to be successful in life. Credit Recovery Resources are provided. ["Using Online Learning for Credit Recovery: Getting Back on Track to Graduation" was originally written by John Watson, and Burch Gemin in June 2008].

A Comparative Analysis of the Peak Experiences of Eleventh Grade Students Who Are and Are Not on Track for Graduation

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Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (969 download)

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Book Synopsis A Comparative Analysis of the Peak Experiences of Eleventh Grade Students Who Are and Are Not on Track for Graduation by : Margaret Ann Gilmore

Download or read book A Comparative Analysis of the Peak Experiences of Eleventh Grade Students Who Are and Are Not on Track for Graduation written by Margaret Ann Gilmore and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Gilmore, Margaret Ann. Ed.D. The University of Memphis, August, 2014. A Comparative Analysis of the Peak Experiences of Eleventh Grade Students Who Are And Are Not On Track For Graduation. Major Professor: Reginald L. Green, Ed.D.A critical issue that is facing American education today is the problem of the percentage of high school dropouts. A growing number of students are dropping out of school each year and negatively impacting society as a whole. Exposures of lagging graduation rates and early dropouts numbers have sparked renewed interest in the dropout problem our nation is facing. However, few studies have focused on emotional, social, and intellectual peak experiences as a platform to promote student engagement and keep students on track for graduation. The purpose of this quantitative study was to investigate peak experiences that kept students committed to graduating from high school and practices and programs that research revealed kept students on track to graduate. Specifically, the purpose of this study was threefold: (1) to ascertain peak experiences of eleventh grade students who are on track to graduate from high school, and those who are not on track to graduate; (2) to determine if there is a relationship between the grade point average, gender, and ethnicity and number of peak experiences of eleventh grade students on track for graduation and those not on track; and (3) to examine if students who are on track for graduation tend to have more peak experiences that are categorized as emotional, social, and intellectual peak experiences than those who are not on track for graduation?The 5-item questionnaire was used to solicit responses from two groups of students: eleventh graders on track and not on track for high school graduation. Based on the findings, 13 peak experiences were of significant interest to students on track for graduation, and showed a significant difference in the number of students on track for graduation and those who were not. The peak experiences that were frequently selected by students on track to graduate were: (1) doing classwork that is relevant, meaningful, and worthy of my time and attention; (2) making good grades in school; (3) having teachers who make sure I understand all assignments; (4) being in classrooms in which there is trust and respect between teacher and students; (5) having caring teachers; (6) having supportive parents; (7) being part of a school that has a positive climate and effective discipline; (8) feeling a sense of belonging in school; (9) being accepted by my peers; (10) being recognized at school for making good grades; (11) being involved in school clubs; (12)volunteering for community service; and (13) taking challenging classes. The data analysis revealed that evidence of activities and peak experiences kept these students on track to graduate from high school. Additionally, the data revealed that not only do intellectual factors keep students engaged in school, but emotional and social factors were contributors to students being on track for graduation. Ethnicity tended not to be a factor in the number of students’ peak experiences. The conclusions from this study presented evidence of peak experiences that surfaced in the literature and kept students on track to graduate from high school. These results can help schools and districts with lagging graduation rates recognize the impact social, emotional, and intellectual peak experiences have on students’ ability to stay on track to graduate from high school. .

Student Progress to Graduation in New York City High Schools

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Publisher :
ISBN 13 :
Total Pages : 20 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Student Progress to Graduation in New York City High Schools by : Susan Fairchild

Download or read book Student Progress to Graduation in New York City High Schools written by Susan Fairchild and published by . This book was released on 2011 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who achieve critical academic benchmarks such as high attendance rates, continuous levels of credit accumulation, and high grades have a greater likelihood of success throughout high school and beyond. However, keeping students on track toward meeting graduation requirements and quickly identifying students who are at risk of falling off track present challenges for school leaders, teachers, parents, and students. This paper describes the core components of New Visions for Public Schools' (New Visions) early warning system--clear benchmarks and multiple tools for multiple audiences--and the movement of these tools into the DataCation platform, a web-based student information system providing real-time data delivery to 77 New York City schools. (Contains 1 table, 5 figures and 23 footnotes.).

A Call to Action

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ISBN 13 :
Total Pages : 32 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis A Call to Action by : Kim Knous Dolan

Download or read book A Call to Action written by Kim Knous Dolan and published by . This book was released on 2009 with total page 32 pages. Available in PDF, EPUB and Kindle. Book excerpt: More than half of all Denver Public Schools (DPS) students who start in the ninth grade do not graduate within four years. If DPS is to significantly impact this graduation crisis, it must prioritize the implementation of systemic and research-based strategies around prevention, recuperation, and recovery of off-track students. With a 100 percent graduation goal in mind, policies need to be established with appropriate incentives for districts, schools, parents and students to keep youth in school through graduation. To dramatically increase the number of graduates, it is imperative to design strategies focused on: (1) Prevention of dropouts by implementing an early warning data system and comprehensive interventions starting as early as sixth grade; (2) Recuperation to get off-track students back on track to graduation, including supports such as credit recovery, summer school, and effective alternative programs; and (3) Recovery to re-engage out-of-school youth including conducting aggressive outreach; assessing and improving options for re-enrollment (including one-stop enrollment centers); and creating a streamlined and supportive process to develop new, high quality alternative schools. Each of these strategies is critical and all must work simultaneously to impact this complex problem. This report, however, largely concentrates on the need for a more strategic approach to "recuperation" and "recovery." It goes a step beyond and focuses on the district taking a comprehensive, research-based approach to respond to the variety of needs of all off-track youth, including overaged and undercredited students. These are students for whom many prevention and modest credit recovery options will not be sufficient--students who have fallen off track enough to need an entirely different schooling option. This report provides an overview of the current alternative education landscape in DPS, including a review of the demand for non-traditional schooling options and the supply of alternative programs. Based on this information, this report presents recommendations to the district on ways to more effectively meet the needs of Denver's off-track youth, in school and out of school. Appended are: (1) Glossary of Terms; (2) Analysis of Denver Public Schools Dropouts, 2006-2007 Data By Colorado Youth for a Change; (3) Analysis of Denver Public Schools Students in School (Excludes Dropouts), 2006-2007 Data By Denver Public Schools Staff; (4) Sample Portfolio of Options for Specific Populations; (5) Denver Public Schools Alternative School Options, 2008-2009 School Year; (6) National Alternative Education Models with Potential to Replicate in Denver; and (7) High School Dropouts Registered in Denver Public Schools Residing in the City and County of Denver 2006-2007. (Contains 2 boxes, 4 charts and 40 footnotes.) [This report was written with significant contributions by Christine Sturgis.].

Handbook of Research on Student Engagement

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Publisher : Springer Nature
ISBN 13 : 3031078535
Total Pages : 672 pages
Book Rating : 4.0/5 (31 download)

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Book Synopsis Handbook of Research on Student Engagement by : Amy L. Reschly

Download or read book Handbook of Research on Student Engagement written by Amy L. Reschly and published by Springer Nature. This book was released on 2022-10-19 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: The second edition of the handbook reflects the expanding growth and sophistication in research on student engagement. Editorial scope and coverage are significantly expanded in the new edition, including numerous new chapters that address such topics as child and adolescent well-being, resilience, and social-emotional learning as well as extending student engagement into the realm of college attendance and persistence. In addition to its enhanced focus on student engagement as a means for promoting positive youth development, all original chapters have been extensively revised and updated, including those focusing on such foundational topics related to student engagement as motivation, measurement, high school dropout, school reform, and families. Key areas of coverage include: Demography and structural barriers to student engagement. Developmental and social contexts of student engagement. Student engagement and resilience. Engaging students through effective academic instruction and classroom management. Social-emotional learning and student mental health and physical well-being. Student engagement across the globe, languages, and cultures. The second edition of the Handbook of Research on Student Engagement is the definitive resource for researchers, scientist-practitioners and clinicians as well as graduate students in such varied fields as clinical child and school psychology, social work, public health, educational psychology, teaching and teacher education, educational policy, and all interrelated disciplines.

Strategic Inquiry

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Publisher : Harvard Education Press
ISBN 13 : 1612505864
Total Pages : 236 pages
Book Rating : 4.6/5 (125 download)

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Book Synopsis Strategic Inquiry by : Nell Scharff Panero

Download or read book Strategic Inquiry written by Nell Scharff Panero and published by Harvard Education Press. This book was released on 2013-09-01 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Strategic Inquiry is an innovative model for promoting teacher collaboration around identifying specific “learning gaps” that keep struggling students from succeeding. Gaps may include anything from the proper use of commas and conjunctions to concepts such as “slope” in math. The authors argue that addressing these critical learning gaps can lead to big changes in student success, in teachers’ sense of efficacy, and in school culture. The strategic inquiry model has been implemented in schools and districts around the country, including New York City, where it was rigorously evaluated with impressive results. As Common Core standards raise the bar for student learning ever higher, this proven approach promises to build teachers’ capacity for closing the gap between where struggling students are and where they need to be."

Putting All Students on the Graduation Path

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Publisher : Jossey-Bass
ISBN 13 : 9780470933220
Total Pages : 0 pages
Book Rating : 4.9/5 (332 download)

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Book Synopsis Putting All Students on the Graduation Path by : Nettie Legters

Download or read book Putting All Students on the Graduation Path written by Nettie Legters and published by Jossey-Bass. This book was released on 2010-11-16 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: At no other time in our nation's history has graduating from high school been a more important prerequisite for adult success. Young people who fall off the graduation path are more prone than ever before to experience chronic unemployment, poverty, ill health, dependence on social welfare, and a lifetime of struggle. The enormous costs to these individuals, their communities, and our society call on us to invest in systems that accurately identify young people at risk of dropping out of school and provide the supports necessary to keep them on track to graduation. This issue of New Directions for Youth Development offers perspectives and strategies for engaging American youth in learning, keeping them on the graduation path, and preparing them for success in college and career. The ideas, practices, and programs set out in this volume advance innovations in such areas as using data to identify and support at-risk youth; pedagogical approaches and technology that motivate youth to learn; organizing and resourcing schools, school systems, and partnerships to support every student; and galvanizing communities and our nation around creating responsive, aligned, and effective educational opportunities for all youth. This is the 127th volume of New Directions for Youth Development, the Jossey-Bass quarterly report series dedicated to bringing together everyone concerned with helping young people, including scholars, practitioners, and people from different disciplines and professions. The result is a unique resource presenting thoughtful, multi-faceted approaches to helping our youth develop into responsible, stable, well-rounded citizens.

Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Summary. Issues & Answers. REL 2012-No. 134

Download Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Summary. Issues & Answers. REL 2012-No. 134 PDF Online Free

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Publisher :
ISBN 13 :
Total Pages : 6 pages
Book Rating : 4.:/5 (16 download)

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Book Synopsis Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Summary. Issues & Answers. REL 2012-No. 134 by : Heather Norbury

Download or read book Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Summary. Issues & Answers. REL 2012-No. 134 written by Heather Norbury and published by . This book was released on 2012 with total page 6 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent estimates suggest that of U.S. public high school freshmen in the fall of 2005 24.5 percent did not graduate on time in 2008/09 (Stillwell, Sable, and Plotts 2011). As states and school districts attempt to boost graduation rates, they face the challenge of identifying which students are at risk of not graduating on time. Early warning indicators based on measurable student outcomes and behaviors could help identify students at risk while there is still time to redirect their trajectory away from dropping out or falling behind. The current study focuses on the freshman on-track indicator developed by the Consortium on Chicago School Research (CCSR). The current study examined three research questions for two urban districts in the Midwest Region: (1) What were the freshman on-track and offtrack rates for recent cohorts, overall and by student background subgroup?; (2) How did four-year in-district graduation rates compare for on-track and off-track freshmen in recent cohorts, overall and by student background subgroup?; and (3) To what extent does the on-track indicator predict four-year graduation rates for recent cohorts in each district, after accounting for baseline student background characteristics? The main results of the study are the following: (1) For both districts, students who were on track at the end of grade 9 graduated on time at a higher rate than did students who were off track. This was the case both overall and for every student background subgroup examined in each district; (2) For both districts, the on-track indicator was a significant predictor of on-time high school graduation, even after controlling for student background characteristics and for student assessment test scores in grade 8. The odds of on-time graduation for students who were on track at the end of their freshman year was estimated to be 6.6 times that of students who had similar characteristics but were off track at the end of their freshman year for District A and 5.5 times for District B; and (3) For both districts, the effect size of being on track compared with being off track (as measured by increases in the odds of graduating) was larger than the effect size for every student background characteristic and for grade 8 assessment test scores. The pattern of results in this study is similar to that of prior studies (Allensworth and Easton 2005; Hartman et al. 2011), with some differences in overall on-track rates, on-track rates for particular student subgroups, and the degree to which the on-track indicator differentiates between graduates and nongraduates. (Contains 3 notes.) [For the full report, "Using the Freshman On-Track Indicator to Predict Graduation in Two Urban Districts in the Midwest Region. Issues & Answers. REL 2012-No. 134," see ED531421.].

Getting Students to Graduation: The Relationship Between Academic Interventions and Graduation Rates For Failing High School Students

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Author :
Publisher :
ISBN 13 :
Total Pages : 80 pages
Book Rating : 4.:/5 (958 download)

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Book Synopsis Getting Students to Graduation: The Relationship Between Academic Interventions and Graduation Rates For Failing High School Students by : Emily Lucille Webb

Download or read book Getting Students to Graduation: The Relationship Between Academic Interventions and Graduation Rates For Failing High School Students written by Emily Lucille Webb and published by . This book was released on 2016 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: Graduating high school has significant positive implications for individuals and society. Alternatively, not graduating high school has significant negative impacts. Although prior work has analyzed the relationship between academic interventions and student outcomes, very little research has been done to analyze the relationship between academic interventions at the secondary level for failing students and subsequent graduation rates. As such, this research analyzes the relationship between academic interventions (summer school, remedial courses, test preparation and individual tutoring) and high school graduation rates for students who fail their 10th grade math competency test using the publically available, nationally representative high school data from the Educational Longitudinal Study, 2002 (ELS 2002). As a broad group, these interventions have no significant relationship with graduation rates. When analyzed in groups based on individualization, the more individualized interventions (test preparation and tutoring) increase the likelihood of graduation rates for students who failed their competency test compared to students who received no interventions.

What Matters for Staying On-Track and Graduating in Chicago Public Schools

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Publisher :
ISBN 13 : 9780984507689
Total Pages : 70 pages
Book Rating : 4.5/5 (76 download)

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Book Synopsis What Matters for Staying On-Track and Graduating in Chicago Public Schools by : Julia Gwynne

Download or read book What Matters for Staying On-Track and Graduating in Chicago Public Schools written by Julia Gwynne and published by . This book was released on 2012-03-01 with total page 70 pages. Available in PDF, EPUB and Kindle. Book excerpt: