Educational choices and the selection process before and after compulsory schooling

The aim of this paper is to analyze the selection process at work before and after compulsory schooling by assessing the determinants of school failures, dropouts and upper secondary school decisions of young Italians. The dataset is built combining individual data by the Labor Force Survey and aggregate data on local labor markets and school supply by the Italian National Statistic Institute and the Minister of Public Education, respectively. Our results show that school failure (i.e., repetition of a year) is highly correlated with the family background, and it strongly affects later choices. Early school leaving and the upper secondary school choice are mainly a reflection of the parents’ socioeconomic status. The effectiveness of the educational system when narrowing the failure risk and the scholastic outflow relies on the widespread adoption of full-time attendance in compulsory school, the quality of the school infrastructures and the fewer teachers with temporary contracts.School failures, early dropout, school choice, social mobility, Italian education system

Harnessing Technology: new modes of technology-enhanced learning: a case study series

This report presents the outcomes and conclusions from a series of 18 case studies exploring the innovative use of technology for learning and teaching using new modes of technology

Defining Strong State Accountability Systems: How Can Better Standards Gain Greater Traction?

This report is a pilot study intended to inform a larger analysis of the accountability systems in every state (and the District of Columbia) during the  early years of Common Core implementation. We ask that the reader treat it as  such and provide us with feedback on the accountability principles contained  herein. We plan to apply these principles, once revised, to all fifty state  accountability systems in order to appraise their quality. Our first national report  is slated for early 2013, with follow?up studies two and four years later. Tracking  systems in this manner will prove beneficial because many states will be in "flux"  over the next several years as they refine and adapt their systems based on the  demands of the Common Core and on the plans and promises outlined in their  recently approved waivers (and/or those provisions detailed by ESEA  reauthorization legislation—assuming Congress one day gets its act together).Fordham is also conducting three other studies pertinent to CCSS implementation.  The first is an analysis of Common Core implementation costs; the second, an in? depth study of district?level implementation of CCSS; and the third, a nationally  representative survey of English language arts teachers that assesses the rigor of  their reading assignments both before and after implementation of CCSS (summer  2012 and spring 2015)

Introduction to Criminal Justice (KSU)

This Grants Collection for Introduction to Criminal Justice was created under a Round Ten ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/criminal-collections/1004/thumbnail.jp

Ignorance Only: HIV/AIDS, Human Rights And Federally Funded Abstinence-Only Programs in the United States

Programs teaching teenagers to "just say no" to sex before marriage are threatening adolescent health by censoring basic information about how to prevent HIV/AIDS, Human Rights Watch charged in a new report released today. The forty-seven page report focuses on federally funded "abstinence-only-until-marriage" programs in Texas, where advertising campaigns convey the message that teenagers should not use condoms because they don't work. Some school-based programs in Texas do not mention condoms at all. Federal health agencies share the broad scientific consensus that condoms, when used correctly, are highly effective in preventing the transmission of HIV. Yet the U.S. government currently spends more than $100 million each year on "abstinence-only-until-marriage" programs, which cannot by law "promote or endorse" condoms or provide instruction regarding their use. The Bush administration is advocating a 33 percent increase in funding for these programs

Legal Issues for Managers (Clayton State)

This Grants Collection for Legal Issues for Managers was created under a Round Six ALG Textbook Transformation Grant. Affordable Learning Georgia Grants Collections are intended to provide faculty with the frameworks to quickly implement or revise the same materials as a Textbook Transformation Grants team, along with the aims and lessons learned from project teams during the implementation process. Documents are in .pdf format, with a separate .docx (Word) version available for download. Each collection contains the following materials: Linked Syllabus Initial Proposal Final Reporthttps://oer.galileo.usg.edu/business-collections/1005/thumbnail.jp

Applying science of learning in education: Infusing psychological science into the curriculum

The field of specialization known as the science of learning is not, in fact, one field. Science of learning is a term that serves as an umbrella for many lines of research, theory, and application. A term with an even wider reach is Learning Sciences (Sawyer, 2006). The present book represents a sliver, albeit a substantial one, of the scholarship on the science of learning and its application in educational settings (Science of Instruction, Mayer 2011). Although much, but not all, of what is presented in this book is focused on learning in college and university settings, teachers of all academic levels may find the recommendations made by chapter authors of service. The overarching theme of this book is on the interplay between the science of learning, the science of instruction, and the science of assessment (Mayer, 2011). The science of learning is a systematic and empirical approach to understanding how people learn. More formally, Mayer (2011) defined the science of learning as the “scientific study of how people learn” (p. 3). The science of instruction (Mayer 2011), informed in part by the science of learning, is also on display throughout the book. Mayer defined the science of instruction as the “scientific study of how to help people learn” (p. 3). Finally, the assessment of student learning (e.g., learning, remembering, transferring knowledge) during and after instruction helps us determine the effectiveness of our instructional methods. Mayer defined the science of assessment as the “scientific study of how to determine what people know” (p.3). Most of the research and applications presented in this book are completed within a science of learning framework. Researchers first conducted research to understand how people learn in certain controlled contexts (i.e., in the laboratory) and then they, or others, began to consider how these understandings could be applied in educational settings. Work on the cognitive load theory of learning, which is discussed in depth in several chapters of this book (e.g., Chew; Lee and Kalyuga; Mayer; Renkl), provides an excellent example that documents how science of learning has led to valuable work on the science of instruction. Most of the work described in this book is based on theory and research in cognitive psychology. We might have selected other topics (and, thus, other authors) that have their research base in behavior analysis, computational modeling and computer science, neuroscience, etc. We made the selections we did because the work of our authors ties together nicely and seemed to us to have direct applicability in academic settings

Race to the Top: Colorado May Be Used to High Altitudes But Can It Compete in Race to the Top?

Outlines expected requirements for the American Recovery and Reinvestment Act's funding to the states for education reform. Offers strategies for improving teacher quality in Colorado, as well as data infrastructure, low-performing schools, and standards