Showing 167 reports filtered by "Students with Disabilities" sorted by date added . Show All Reports
Children and Youth, Education and Literacy, Race and Ethnicity
Provides an overview of the European Union's policies and practices in promoting migrants' rights and equality, integration, social inclusion and cohesion, and education and training. Recommends ways for NGOs to address challenges and fill gaps.
August 1970
Geographic Focus: Europe
Education and Literacy
Analyzes the effectiveness of using salary differentials to help schools serving disadvantaged students attract and retain highly qualified teachers. Examines teachers' responses to salary incentives and school characteristics by qualifications.
August 1970
Geographic Focus: North America-United States (Southern)-North Carolina
Children and Youth, Community and Economic Development, Education and Literacy, Housing and Homelessness
Examines trends in the number of public school students affected by the foreclosure crisis, their demographic characteristics, and concentration by neighborhood or school. Discusses implications for housing and education agencies and providers.
August 1970
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
Computers and Technology, Education and Literacy
Provides an overview of information technology's potential to enable better assessments of student achievement. Outlines promising models for testing complex skills, cognition, and learning and for utilizing such assessments to improve instruction.
August 1970
Geographic Focus: North America-United States
Education and Literacy, Government Reform
Analyzes the factors that predict which teachers are likely to be laid off in Washington state in the current seniority-based system and which would likely be laid off in an effectiveness-based system. Considers implications for student achievement.
August 1970
Geographic Focus: North America-United States (Western)-Washington
Children and Youth, Education and Literacy, Race and Ethnicity
Presents ten objectives with action plans for improving access to quality education for Roma children, including collecting data, fighting racism, implementing desegregation policies, expanding access to preschool, and training bilingual teachers.
August 1970
Geographic Focus: Europe (Central), Europe
Children and Youth, Education and Literacy, Health
Describes research, practices, and policy options for integrating efforts to enhance child health and school readiness by ensuring child health care; linking child health, early learning, early intervention and family support; and improving environments.
August 1970
Geographic Focus: North America-United States (Western)-Colorado, North America-United States
Children and Youth, Education and Literacy
Recently, testimony from three public hearings in Massachusetts suggested that excessive disciplinary action for non-violent offenses, such as tardiness and truancy, exacerbates the dropout crisis. Testimony indicated that students already behind in school are often forced to miss additional days through suspensions, which leads to a loss of credits and an inability to catch up. Some parents, educators, education stakeholders, and coalitions, including the Massachusetts Graduation and Dropout Prevention and Recovery Commission, have called for a closer look at school discipline policies and practice. Many observers have come to believe that fully understanding the role of discipline is an essential step in tackling the problem of why some Massachusetts students are not staying in school. It is within this context that the Rennie Center for Education Research & Policy embarked upon its examination of school discipline in Massachusetts.
Act Out, Get Out? Considering the Impact of School Discipline Practices in Massachusetts reviews why discipline policies are necessary, laws governing these policies, and national research on the effects of disciplinary removal. The brief then describes overall trends in the disciplinary removal (suspensions and expulsions) of Massachusetts public school students over time (school year 2005-2006 through 2008-2009) and findings from a more in-depth analysis of discipline data from the 2007-2008 school year. Key findings from data about the 2007-2008 school year include: 1. For the most serious infractions, those involving illegal substances, violence and criminal activities the most common reason for disciplinary removal is violence; 2. Out-of-school suspension is the most frequently used form of disciplinary removal; 3. The number of disciplinary removals peaks at 9th grade and declines in 10th through 12th grade; 4. Particular segments (low-income, special education, male, black, Hispanic) of the student population are removed at disproportionately high rates.
This policy brief highlights essential questions that need to be answered in order to fully understand how discipline policies are being carried out and to tease out the relationship between disciplinary removal, the achievement gap, and dropping out of public schools in Massachusetts. The final section of the brief puts forth considerations for policymakers and K-12 school and district leaders. The brief suggests there is a need for more detailed and complete record keeping of school discipline data as well as for more schools and districts to implement school-wide preventative approaches and alternative education programs for students who have been removed. The brief also questions the extent to which of out-of-school suspensions are used for non-violent, non-criminal offenses, particularly those for Pre-Kindergarten and Elementary School aged students.
The brief was the subject of discussion at a public event on May 26, 2010.
August 1970
Geographic Focus: North America-United States (Northeastern)-Massachusetts
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