Scaling the Digital Divide: Home Computer Technology and Student Achievement

Assesses the effect of access to home computers and broadband Internet on students' math and reading test scores and its potential to close the achievement gap for the disadvantaged. Considers the role of parental monitoring

Racial Disparities in Education Finance: Going Beyond Equal Revenues

Examines the impact of court rulings mandating equal spending per student across districts with minority and white students, points out the lack of data measuring academic outcomes, and proposes policies to ensure an adequate education for all students

Fostering college and career readiness: how career development activities in schools impact on graduation rates and students' life success

This paper sets out the recent evidence around career development. This evidence is examined within the context of the college and career readiness agenda. The argument is made that in order for young people to be genuinely “ready” for both college and career they need to have attended to their academic achievement, their aspirations and plans for the future, their ability to make transitions and their ability to direct their own careers. It is argued that career development offers schools a body of practice that has been shown to have a positive impact on young people’s readiness for college and career. The report acknowledges that the provision of career development has been in decline in many North American schools despite evidence of its effectiveness. Given the current instability of the labor market, the increasing complexity of the education system and the need to grow the skills base of the workforce in a competitive global market, failing to attend to young people’s careers seems shortsighted. As this paper shows, there is a strong body of evidence which demonstrates that career development activity in schools can help young people to experience academic achievement, successfully transition to the labor market and live happier and more productive lives. It is hoped that setting out the evidence in this area of research will provide policy makers and school leaders with the resources required to make informed decisions and to support the development of the future generations of talent. The paper explores the impacts of career development in relation to four main questions: • Does career development engage young people in their schooling and help keep them attending school? • Does career development positively impact on young people’s academic achievement? • Does career development assist young people in making successful transitions to college or the labor market? • Does career development have a positive effect on people’s career and life success?Career Cruisin

Using Technology to Support At-Risk Students' Learning

A new report finds that technology - when implemented properly -can produce significant gains in student achievement and boost engagement, particularly among students most at risk

Investing In Results: How Business Roundtable Is Supporting Proven Education Reforms

The CEO effort to expand on what's working started in 2013 when Business Roundtable launched its Education Philanthropy Initiative. Two years later, this report examines how the five programs selected for their outstanding work in K-12 education reform have reached more students and improved educational outcomes as a result of the more than $15 million contributed to the Initiative by Roundtable CEOs

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

Halesowen College: report from the Inspectorate (FEFC inspection report; 35/96 and 89/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1995-96 and 1999-200

Parent Beliefs about Technology: A Comparison of Homeschool and Formal Education Families

The purpose of this study was to gain information about how technology is used by parents to assist school learning as well as their opinions and beliefs about the role of technology in the learning process. Specifically, using homeschool and educational networks as well as social media for distribution of a digital questionnaire, this study sought to gauge parents’ experience with, as well as responses to, attitudes, and values towards the use of technology in homeschool and classroom education. Sixty-five parents of children who are studying at the elementary grade levels participated in this study. Twenty of these were parents of children enrolled in formal education settings, e.g., public/ private schools, and forty-five were parents of children being homeschooled. Demographic information was used to segment the data into homeschool and formal schooling groups. The study found that although homeschooled children do receive more exposure to technology than formal schooled children, homeschooled children are much less likely to be encouraged to use technology than formal schooled children

Are Early Investments In Computer Skills Rewarded In The Labor Market?

The paper assesses the relationship between investments in computer skills by adolescents and earnings at age 26. The heaviest investors earned 9 to 16 percent more than otherwise equivalent NELS-88 classmates. The payoff to early computer skills was substantial in jobs involving intense and complex uses of computers; negligible when computers were not used at work. It was non-gaming use of computers outside of school that enhanced future earnings, not playing video/computer games—which lowered earnings. Children in low SES families invested less in computer skills and thus benefited less from the job opportunities generated by the digital revolution