A new study by the Education Trust finds that school districts nationwide spent nearly $1,000 less per pupil per year in high-poverty districts than in low-poverty districts in 2005. Likewise, high-minority districts spent nearly $900 less per pupil per year than low-minority districts.

Many schools are moving from a traditional K-6 model to a K-8 model. However, research is unclear on what grade configurations are best for schools.

As many as 20 percent of the nation's dropouts test within the "gifted" range. With increased focus on low-achieving students, many schools are failing to meet the needs of the most gifted students, causing many to tune out or drop out of school. Like many states, Delaware policy makers are struggling to find solutions to meet the needs of gifted and struggling students alike.

Novice teachers in Ohio are required to receive at least some sort of mentoring from veteran teachers in their first years. The result? Only 28 percent of Ohio teachers leave the profession in the first five years, compared to 46 percent nationwide.

Baltimore's experimental "innovation schools"—publicly-funded, small, autonomous schools resembling private schools—are outperforming other public schools, according to an analysis from the Urban Institute in Washington. The study also found that the "innovation schools" tended to enroll a slightly more accomplished student body than the "typical" school.

A study of Maryland's schools conducted by Advocates for Children and Youth found that some of the lowest-performing schools also have the highest turnover in leadership and a higher percentage of inexperienced teachers.

This year's edition of Quality Counts focuses on teaching, which research has shown to have a more profound impact on student achievement than anything else schools can do. This edition also brings back an enhanced "State of the States" section with data and analyses for each of the 50 states.

The Department of Education is now offering "Dashboard" reports which provide state-by-state snapshots of school performance in reading and mathematics, graduation rates, and AP exam participation. The reports are available from ED.gov.

This shows that U.S. students' performance in mathematics and science (compared to other countries) gradually decreases as students progress through the education system. The report also suggests reasons for this decline, such as poor mathematics instruction and insufficient depth of science education.

This report identifies the relationship between mathematics courses taken in the 11th and 12th grades and the increase in student proficiency that results. The report finds that most students in these grades have mastered basic mathematical skills, and most of the increase in proficiency centers around intermediate-level skills.

This report summarizes key education statistics such as enrollment, graduation rates, teacher data, and financial information for the past 14 years. From these data, the report offers projections of the same key statistics to the year 2016.

A new study from the University of Minnesota finds that students who participated in the Milwaukee Parental Choice Program—which supports parents who choose to enroll students in private schools—are more likely to graduate from high school than public high school students. In 2006, 64 percent of school choice students graduated from high school, compared to 53 percent of public high school students.

A new study from WestEd examines course-taking patterns of students in California high schools. The study finds that students should begin taking college-preparatory courses in 9th grade. Students who do not start preparing for college early in their high school experience may find it more difficult to meet college admission requirements when they graduate.

This report presents early findings from a study of two supplemental literacy programs for improving reading comprehension for ninth-grade students two to five years behind grade level in reading: 1) Reading Apprenticeship Academic Literacy from WestEd and 2) Xtreme Reading from the University of Kansas Center for Research on Learning. When combined, the two programs had a positive impact on reading comprehension but no significant impact on vocabulary or reading behaviors.

This report uses data from the National Longitudinal Transition Study-2 (NLTS2) to identify the percentages of students with visual impairments who receive orientation and mobility services. The report finds that 54 percent of eligible students receive such training, although students who attend special school and students who are blind, rather than partially-sighted, are more likely to receive orientation and mobility services.

This 24"x36" poster lists all nine of the categories found in our popular book, Classroom Instruction that Works (Available exclusively from ASCD). Each category includes tips for classroom application and key ideas. This poster is perfect to hang in your classroom, media center, or teacher's lounge as a quick-reference to each of the instructional strategies. Use it to spark informal discussions about best instructional practices.

 

Posters are available in sets of 10 for $30 from the McREL Store.

 

Case methodology is integral to the preparation of lawyers, medical doctors, and business executives. Likewise, school principals benefit when they have the opportunity to critically deliberate about actual cases with their colleagues. This issue of McREL Insights examines the overall role of case methodology in leadership development and McREL's application of cases in its Balanced Leadership program.

McREL and the National Partnership for Quality Afterschool Learning are pleased to announce the 4th annual PEAK (Practices that Engage and Attract Kids) Afterschool Event–coming to Kansas City, Mo., and Denver, Colo., in 2008!

This hands-on, interactive workshop shows teachers how to combine the three elements of content, understanding, and environment into high-quality science lessons that not only engage students, but also help them learn challenging science content. Participants reflect on high-quality lesson planning and learn how DESL’s three-part framework develops high-quality science lessons. For more information or to register, contact Mary Cullen by e-mail or at 303.632.5547.

Come to McREL's offices for five, 2-day workshops delivered over a 15-month period to help instructional leaders get their schools focused on proven, practical strategies for improving ELL achievement. For more information or to register, contact Jane Hill by e-mail or at 303.632.5529.

School leaders can learn how to turn their classroom observations into "power walkthroughs" by using hand-held devices loaded with software based on McREL’s Classroom Instruction that Works. For more information or to register, contact Lisa Maxfield by e-mail or at 303.632.5561.

Each two-day workshop is based on McREL's Balanced Leadership Framework®.

 

Participants examine all six major findings of McREL's meta- and factor-analyses on principal leadership, the concepts of shared leadership, and balanced leadership.

 

Participants engage in a variety of hands-on learning experiences that promote a deep understanding of the importance of creating a purposeful community.

 

Participants learn to initiate, monitor, and lead first- and second-order change effectively.

 

Participants develop understanding of research-based classroom practices, school practices, and leadership responsibilities necessary to lead and sustain student achievement.

 

For more information or to register, contact Sue Amosun by e-mail or at 303.632.5588.

This week-long, intensive professional development experience provides hands-on, research-based guidance to help teachers design and deliver more effective science lessons. Learn how to identify the most important content for students to learn, develop their understanding of challenging science concepts, and create a learning environment that supports scientific discourse and higher order thinking. For more information or to register, contact Mary Cullen by e-mail or at 303.632.5547.

This two-day workshop is based on the best-selling book, Classroom Instruction that Works with English Language Learners. Become familiar with language acquisition theories and stages, learn how to integrate language objectives with content objectives, and learn ELL applications for nine categories of research-based strategies for increasing student achievement. For more information or to register, contact Jane Hill by e-mail, or at 303.632.5529.

Learn how to challenge and motivate your math students with this two-day workshop. Participants will examine the characteristics of learner-centered classrooms through dialogue, video clips, and selected readings. For more information or to register, contact Mary Cullen by e-mail or at 303.632.5547.

 

McREL Principal Researcher Elena Bodrova and Vice President of Research & Evaluation Jean Williams responded to a December 8 column, which suggested that all-day kindergarten and high-quality preschool programs would likely be costly and ineffective. Bodrova and Williams acknowledge research which suggests the benefits of quality early-education may diminish over time, but point out that, when combined with high-quality primary education, the benefits last well into middle-age.