Over the past few decades, the way children play has changed dramatically. Throughout most of history, play helped children develop their "executive functions" to help them learn and grow. Now, however, play focuses on activities that don't stimulate this mental development. McREL Principal Researcher Elena Bodrova points out that today's children have much more difficulty with self-regulation (one of many executive functions) than children did 60 years ago.

A group of Rodel Community Scholars from Arizona State University have recently completed a study titled, The Differential Developmental Trajectories of High School Dropouts and Graduates. The study tracked students from kindergarten through high school and examined some common characteristics found in students who drop out of school. The study found that students who drop out of school do not do so impulsively, and the thought process leading to dropping out can begin as early as kindergarten.

The Center on Education Policy surveyed more than 300 school systems and found that pressures from NCLB to improve students' reading and mathematics scores have prompted many schools to spend less time on other academic subjects. The survey found that 62 percent of school systems have added time for reading and mathematics at the expense of other subjects, such as social studies, science, and art.

A new study on supplemental education studies by the University of Wisconsin-Madison finds that there is no strong relationship between the number of tutoring hours students receive and their achievement levels. In addition, only one in six eligible students in Milwaukee actually registered for and attended the sessions.

A recent study recommended raising the public school compulsory attendance age from 16 to 18 for Maryland students. The study also reports that this move could cost the state $200 million per year and exacerbate the existing shortages of classroom space, resources, and even teachers.

A recent study from the University of Arkansas examined the Achievement Challenge Pilot Project merit pay program in Little Rock, Ark., which allows teachers to earn bonuses up to $11,000 based on student test score improvement. The study found that students in schools participating in the program outperformed their peers in non-participating schools.

This new report from the Thomas B. Forham Foundation uses 26 indicators from the National Council on Teacher Quality’s collective bargaining database to analyze how much labor agreements restrict leadership roles. The report found that labor agreements in the 50 largest districts were particularly restrictive, making it difficult for leaders to run effective schools.

The Community Training and Assistance Center examined the impact of literacy professional development on student achievement for the Duvall County Public Schools in Jacksonville, Fla. The study found a positive relationship between the number of hours a teacher spent on professional development in literacy courses and student reading scores. These findings held true for teachers at all levels of experience.

A new report from The Education Trust finds that low-income, Hispanic, and African-American students in the largest school districts in Texas have less-qualified teachers than their affluent or white peers.

A new report from Vanderbilt University, soon to be published in the Journal of Experimental Child Psychology, finds that children learn better when they have to explain what they've learned. By explaining what they have learned to their mothers, the children were better able to apply their knowledge to similar problems in the future.

Trying to cover too much science content is the largest barrier to developing students' conceptual understanding. Find out how to make decisions about what to prune and why it will pay off in student achievement gains. Participants will practice pruning curriculum during the session.

NCES is sponsoring a free 2½-day seminar on the use of their international databases (PISA, TIMSS, and PIRLS). The seminar will be held in Washington, D.C., from May 21-23. NCES will provide training materials and pay for transportation, accomodations, and a per diem for other expenses to qualified applicants. Applications must be received by NCES no later than April 4, 2008.

In the latest edition of the AASA Journal of Scholarship & Practice, McREL Senior Director Danette Parsley co-authors an article titled, Think Systematically, Act Systematically. The article explains McREL's "fractal improvement experience." This system of school reform avoids the pitfalls commonly associated with trying to make sweeping changes too quickly, or being over-cautious and unable to sustain school improvement efforts.

McREL and the National Partnership for Quality Afterschool Learning are sponsoring the 4th annual PEAK (Practices that Engage and Attract Kids) Afterschool Event in Denver, Colo.

McREL is pleased to offer a robust series of workshops and training opportunities at our office in Denver, Colo.

Looking to make the most of your School Improvement Fund dollars? McREL offers a variety of customized, research-based technical assistance and professional development programs designed to build the capacity of district and school staff to improve student achievement.

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The latest issue of McREL Insights, From Knowledge to Wisdom: Using Case Methodology to Develop Effective Leaders, examines the importance and impact of using case methodology to develop effective school leaders.