13,983 research outputs found

    Opportunity to Learn Audit: Elementary School Science

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    Despite widespread media and public attention to the need for U.S. students to be globally competitive in science-related fields, remarkably little emphasis is placed on improving elementary science in U.S. public schools. Yet, it is effective elementary science programs that provide the foundation for a sound K-12 education in science. In a new report, Opportunity to Learn: Elementary Science, the Rennie Center analyzes whether students in high- and low-performing schools receive equitable opportunities to learn in science and, importantly, profiles the promising practices of schools that are beating the odds and succeeding at educating students to high levels in science. This report is the first in a two-part study that the Rennie Center is producing on Massachusetts students' opportunity to learn science. The second report, to be released in late Fall 2008, is being developed in partnership with the Education Development Center and will highlight opportunities to learn science at the high school level (9-12). The federal No Child Left Behind (NCLB) legislation and state accountability systems have created external incentives to improve student achievement in science in addition to English language arts (ELA) and math. In 2010, Massachusetts will require all 10th graders to pass one of the science MCAS tests (in biology, physics, chemistry or technology/engineering) in order to receive a diploma. Yet, to date, schools have increasingly placed their emphasis on math and ELA, to the detriment of science. There also exists a substantial racial/ethnic achievement gap in the sciences, just as there is in math and ELA. English language learners, those who are African American or Hispanic, and students from low-income homes are all falling well below the standards for proficiency set by the state. Given that the state holds all students accountable for their performance in science, it is necessary to examine whether all students are receiving equitable opportunities to learn and succeed at science. This report seeks to identify concretely what top-performing schools do to support science instruction and to draw out considerations for policymakers at the district and state levels.Themes across the SchoolsThe following is a description of greater opportunities to learn science that are present in top-performing schools, compared to low-performing schools:More time on science.Teachers who specialize in science.Regularly scheduled support from district science coordinators.Science materials housed at the schools (rather than at the district).Professional development in scienceSchool budgets for science.High levels of parent involvement in and advocacy for science.Accessibility to natural resources.School leadership focused on science.RecommendationsFor school and district leaders:Make science a high priority in schools and across the district. Promote the integration of science with math and literacy. Set and monitor guidelines for time on science. Develop and monitor adherence to science curriculum that is mapped to state frameworks. Support, document, and -- if necessary -- mandate science-related professional development for elementary school teachers. Identify teachers with high levels of interest in science. Solicit engagement of local business and community leaders in science. For state policymakers:Providing more resources and ensuring that all elementary students in Massachusetts have opportunities to learn science and to achieve at high levels will require coordinated efforts by both state legislators and the Department of Elementary and Secondary Education.The following are recommendations for consideration by both state legislators and the Department. Support expanded school day initiatives and encourage more time for subjects like science, especially for low-income and minority students. Provide mentoring and support for elementary teachers to become school-based science resource specialists. Provide broad, fundamental professional development that is aligned with state frameworks in science for elementary teachers, giving preference to low-performing schools that agree to send a critical number of teachers. Provide technical assistance and training on integrating science, literacy and mathematics instruction. Support enrichment opportunities for low-performing schools that lack active parent and community engagement in science. Provide a supplementary materials budget to under-resourced schools

    An Unfinished Canvas: Teacher Preparation, Instructional Delivery, and Professional Development in the Arts

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    Based on surveys, interviews, and secondary data analyses, identifies deficiencies in teacher preparation, instruction, and development in the arts in California, and recommends minimum training requirements and support for professional development

    Promising State Policies for Personalized Learning

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    This report is a valuable resource for state policymakers—whether they are seeking to create conditions in state policy to support personalized learning, moving forward with initiatives to develop personalized learning pilot programs, hosting task forces to explore policy issues and needs, or taking a comprehensive policy approach for supporting advanced personalized learning models.Personalized learning is where instruction is tailored to each student's strengths, needs, and interests—including enabling student voice and choice in what, how, when, and where they learn—to provide flexibility and supports to ensure mastery of the highest standards possible

    Assessing California's Multiple Pathways Field

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    The multiple pathways approach to high school education combines rigorous academic learning and career skills to give students the intellectual and real-world experience to succeed in college, career and life. Growing evidence shows that the multiple pathways approach holds promise for increasing academic engagement and achievement, reducing high school dropout rates and boosting students' future earning power. The James Irvine Foundation engaged the Bridgespan Group to assess the state of the multiple pathways field in California and to make recommendations to strengthen it. Assessing California's Multiple Pathways Field: Preparing Youth for Success in College and Career offers findings and recommendations based on a newly developed framework that assesses the multiple pathways field based on five characteristics of strong fields

    An Unfinished Canvas: Allocating Funding and Instructional Time for Elementary Arts Education

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    An Unfinished Canvas found that California's elementary schools face unique challenges inproviding all students with sequential, standards-based arts education. In particular, elementary principals identified inadequate funding and insufficient instructional time as significant barriers to the provision of arts education. For this study, we sought to further understand the impact of funding and time on elementary arts education. To do so, we examined the allocation of funding and instructional time in 10 schools across five states (Kentucky, Massachusetts, Minnesota, New Jersey, and California)

    21st Century Skills State Policy Initiatives: School Leaders' Views

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    In April 2008, the Massachusetts Board of Elementary and Secondary Education formed a Task Force on 21st Century Skills to assist the Board in considering how to infuse 21st century learning into the work of the state's public schools. The Task Force created recommendations related to five broad levers for change -- educator quality and support, standards, assessment, accountability and demonstration vehicles. During February and March 2010, the Rennie Center for Education Research & Policy surveyed public school superintendents, principals and charter school leaders across the state to better understand the skills and knowledge administrators believe are most important for their students to acquire. As part of this online survey, administrators were asked to indicate the extent to which they believe the state should engage in particular initiatives that were recommended by the Task Force. This issue brief, "21st Century Skills State Policy Initiatives: School Leaders' Views", provides the percentage of administrators' agreeing with each of the Task Force's recommendations as well as considerations for state policymakers given administrators' responses.In addition to this issue brief, the Rennie Center's full report of all survey findings (Fall 2010) will provide a picture of school and district priorities for student learning statewide including the skills and knowledge school administrators believe are most important for their students to acquire. The report will also highlight school- and district-wide approaches to incorporating 21st century skills into teaching and learning as well as instructional practices

    Leveraging Change: Increasing Access to Arts Education in Rural Areas

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    In 2015, Massachusetts College of Liberal Arts (MCLA) received funding in the first round of collective impact grants from the National Endowment for the Arts to launch the pilot initiative, Leveraging Change: Improving Access to Arts Education in Rural Areas. The authors conducted research which included a literature review and interviews with arts education leaders in rural areas. Using the research compiled through this process, a pilot convening was held in western Massachusetts' Berkshire County to activate ideas, stimulate the exchange of information, and generate cross-sector collaboration focused on strengthening support for arts education in the region. This working paper is a summary of the research results and insights gleaned from this pilot initiative

    Afterschool for the Global Age

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    Summarizes discussions from a July 2006 convening on model afterschool programs and best practices for enhancing global literacy, including innovative uses of community and international connections, project-based learning, and educational technology

    Pre-Education Programs: A Comprehensive Project at Henry Ford Community College

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    Henry Ford Community College (HFCC) in Dearbom, Michigan is a two-year institution of higher education serving a diverse student population of approximately 13,000 students. In addition to providing a broad array of technical and vocational programs, the College provides the first two years of a baccalaureate program. However, the transferability of these programs is not assured. In the absence of a mandated state-wide curriculum, two- and four-year colleges and universities in Michigan develop courses and programs independently, and the transfer of courses between institutions is determined independently by the respective departments. The end result is often loss of credit when a community college student transfers. Other problems faced prospective education majors as well. Students were justifiably apprehensive about the suitability of their academic preparation for the challenges they would confront at the four-year institution. To address this and other problems, HFCC initiated a comprehensive project to develop a structured teacher education program. The project consisted of two components: 1) creation of pre-education programs and 2) institution of articulated transfer agreements as a result of collaboration with neighboring universities. The success of this reform is underscored by a dramatic increase in HFCC pre-education majors from 354 students in 1994 to 697 in 1997, with 80 students designating minority status in 1994 and 179 in 1997

    PATH (Project For Active Teaching Of History): A History Education Community Partnership

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    The Project for Active Teaching of History (PATH) is designed as a history education community collaborative to enhance the teaching and learning of American history. This paper will provide research findings, critical analysis, and application ideas and issues regarding PATH. The research perspectives focus on achievement of project goals and objectives in the areas of “powerful” teaching and learning and professional development and will focus on case studies regarding the project’s success in improving American history teaching and learning. PATH integrates summer seminars, colloquia, online support, project development, and various outreach projects. A second component, ePATH (electronic Project for the Active Teaching of History), has been established to provide statewide outreach through videoconferencing and additional online support
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