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13 .
Achieve, Inc.
2010.
Understanding the K-12 common core standards in English language arts and literacy in history/social studies, science, and technical subjects .
The K–12 Common Core State Standards in English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the result of a collaborative effort between state departments of education, teachers, experts in a wide array of fields, and professional organizations. The standards establish specific K-12 grade-by-grade standards (and grade spans in high school) in reading,
writing, speaking and listening, and language with a steady progression of development leading to college and career readiness by the end of high school.
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20 .
Aladjem, D., Birman, B., Orland, M., Harr-Robins, J., Heredia, A., Parrish, T., and Ruffini, S.
2010.
Achieving dramatic school improvement: An exploratory study .
This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period.
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118 .
Dannenberg, M.
2009.
10 New higher education ideas for a new Congress .
These ideas include: social insurance for college costs, an intern scholarship program, a college fund for every student, bailout accountability, college accountability, an "open university," a "debt swap," supplemental class-based affirmative action, targeting aid to needy middle and high school students, and replacing refundable tax credits with pell grants.
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122 .
Deschenes, S., Arbreton, A., Little, P., Herrera, C., Grossman, J., Weiss, H., and Lee, D.
2010.
Engaging older youth: Program and city-level strategies to support sustained participation in out-of-school time .
Given the potential of city-level Out-of-School-Time (OST) initiatives to support participation, and against the national backdrop of inequitable access to quality OST programs for older youth from disadvantaged communities, The Wallace Foundation commissioned this research study. To
understand how to promote sustained participation in OST programs, this study examined the program characteristics—both program practices and structural features—associated with high participation and retention that were employed by OST programs, primarily serving disadvantaged youth, in six cities that have worked toward building OST initiatives.
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173 .
Foley, E., Mishook, J., Thompson, J., Kubiak, M., Supovitz, J., and Rhude-Faust, M.
Beyond test scores: Leading indicators for education .
Leading indicators are a way of viewing and using data to inform systemwide decisions about education.
This study builds on existing efforts by school districts
to use data-informed decision making by developing
further the concept of these indicators.
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183 .
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J., and Witzel, B.
2009.
Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools .
This guide provides eight specific recommendations intended to help teachers, principals, and school administrators use
Response to Intervention (RtI) to identify students who need assistance in mathematics and to address the needs of these students through focused interventions.
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184 .
Gibbons, M., Borders, L., Wiles, M., Stephan, J., and Davis, P.
Career and college planning needs of ninth graders: As reported by ninth graders .
Few researchers have asked students directly about what they know and need to know regarding college and
career planning. Given the critical choices made early in high school, ninth graders were surveyed regarding their educational and career plans and the resources they were using in their decisionmaking.
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201 .
Horwitz, A., Uro, G., Price-Baugh, R., Simon, C., Uzzell, R., Lewis, S., and Casserly, M.
2010.
Succeeding with English language learners: Lessons learned from the Great City Schools .
This study asks: Are some school districts making progress in teaching English Language Learners (ELLs)? If so, what are these districts doing that others are not?
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205 .
Immerwahr, J., Johnson, J., Gasbarra, P., Ott, A., and Rochkind, J.
2009.
Squeeze play 2009: The public's views on college costs today .
The 2009 Squeeze Play survey finds many people feeling uneasy about a key element of the American dream: getting a college education. Even though a solid majority considers a college degree indispensable, even more say that college is financially out-of-reach for many qualified students.
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239 .
Marin, P., and Brown, B.
2008.
The school environment and adolescent well-being: Beyond academics .
While the primary purpose of school is the academic development of students, its effects on adolescents are far broader, also encompassing their physical and mental health, safety, civic engagement, and social development. This brief is designed to be of particular interest to school principals, district staff, and others who are responsible for all aspects of school functioning.
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254 .
Miron, G., Urschel, J., Mathis, W., and Tornquist, E.
2010.
Schools without diversity: Education management organizations, charter schools, and the demographic stratification of the American school system .
Whether charter schools will increase segregation in
schools and, ultimately, in society is an important and
hotly contested question. Charter proponents point to
the high enrollments of minority and economically disadvantaged pupils in charter schools, compare them
with overall state enrollment percentages, and contend
that charter schools are integrative. Opponents
explain these enrollment levels by noting the high minority and poverty concentrations in the urban areas where
charter schools are centered. They quote other research suggesting that the schools exacerbate existing segregation.
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300 .
Pashler, H., Bain, P., Bottge, B., Graesser, A,. Koedinger, K., McDaniel, M., and Metcalfe, J.
2007.
Organizing instruction and study to improve student learning .
The recommendations in this practice guide are intended to provide teachers with specific strategies for organizing both instruction and students’ studying of material to facilitate learning and remembering information, and to enable students to use what they have learned in new situations.
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312 .
Payton, J., Weissberg, R., Durlak, J., Dymnicki, Taylor, R., Schellinger, K., and Pachan, M.
2008.
The positive impacts of social and emotional learning for kindergarten to eighth grade students .
This report summarizes results from three large-scale reviews of research on the impact of Social Emotional Learning (SEL) programs. This report is one of a series of papers to come out of CASEL’s Meta-Analysis Project.
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317 .
Princiotta, D., and Fortune, A.
2009.
The quality imperative: A state guide to achieving the promise of extended learning opportunities .
Research demonstrates that high quality Extended Learning Opportunities (ELOs) can improve a variety of student outcomes. Participation in high quality ELSs is linked to improvements in academic achievement, school attendance, student engagement, work-study habits, and social and emotional development. In addition, ELOs offer support for working families and can help foster stronger links among schools, families, and communties.
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334 .
Reschly, A.
2010.
Schools, families, and Response to Intervention .
RTI represents a significant change in educational practices. Several of these changes, such as the focus on prevention, screening, and early intervention; frequent, systematic data collection; and the change in focus from “where to teach students” to questions of “how,” “what,” and “is this working” to produce optimal student learning, segue to the creation of engaged, positive relationships and problem-solving efforts across families and schools—sharing information, goals, and responsibility.
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339 .
Rowan, B., Berliner, D., Cooper, H., Eccles, J., and Levin, H.
2009.
Time for learning: Education policy whitepaper .
Policymakers should think of the time available for learning as a resource, just as they consider financial support, instructional materials and teacher expertise to be essential resources for learning.
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343 .
Scheurich, J., Skrla, L., Mckenzie, K., and Richardson, J.
2009.
Background and context for equity audits .
Equity audits are a systematic way for school leaders—principals, superintendents, curriculum directors, teacher leaders—to assess the degree of equity or inequity present in three key areas of their schools or districts: programs, teacher quality, and achievement. This chapter from the book "Using Equity Audits to Create Equitable and Excellent Schools" describes and discusses equity audits with an emphasis on detail and practicality.
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372 .
Stonehill, R., Little, P., Ross, S., Deich, S., Morgan, E., and Donner, J.
2009.
Enhancing school reform through expanded learning .
At a time when national, state, and local policymakers are learning just how many schools are in
dire need of assistance, our country, as well as the rest of the world, is facing a crippling economic crisis. It is time to rethink how we harness our resources for education and learning in this county. This report does just that by exploring the potential promise of utilizing expanded
learning time as a key feature of initiatives to improve academic performance.
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407 .
Uzzell, R., Simon, C., Horowitz, A., Hyslop, A., Lewis, S., and Casserly, M., .
2010.
Beating the odds: Analysis of student performance on state assessments and NAEP: Results from the 2008-09 school year .
The Council of the Great City Schools has prepared this ninth edition of Beating the Odds to give the nation an in-depth look at how big city schools are performing on the academic goals and standards set by the states. This analysis examines student achievement in mathematics and
reading from spring 2006 through spring 2009.
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418 .
Whitehurst, G., and Croft, M.
2010.
The Harlem Children's Zone, Promise Neighborhoods, and the Broader, Bolder Approach to Education .
With the Obama administration proposing hundreds of millions of dollars of new federal funding for Promise Neighborhoods, with the shape of the reauthorization of the Elementary and Secondary Education Act under influence from the Broader, Bolder philosophy, and with the academic future of a generation of poor children on the line, this report asks whether the Harlem Children's Zone (HCZ) works, and whether it works as advertised.
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428 .
Zimmer, R., Gill, B., Booker, K., Lavertu, S., Sass, T., and Witte, J.
2009.
Charter schools in eight states: Effects on achievement, attainment, integration, and competition .
With the growth of charter schools in the US has come a contentious debate about the effects of the schools on their own students and on students in nearby traditional public schools. This study aims to inform the policy debate by examining four primary research questions in several geographic locations.
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