Showing 167 reports filtered by "Students with Disabilities" sorted by date added . Show All Reports
Education and Literacy;Men;Race and Ethnicity
The first of a four-volume series on the role of school counseling in the education of young men of color, this report includes short essays, student-produced artwork, and an interview on the topic.
August 1970
Geographic Focus: North America / United States
Education and Literacy;Prison and Judicial Reform
This guide for practitioners is one of four manuals that, together, explain how drug court teams can create a program to help drug court participants pursue higher education. The Practitioners Manual provides a road map for the entire program, which gives step-by-step guidance to participants enrolling in and seeking financial aid for college.
August 1970
Geographic Focus: North America / United States (Northeastern) / New York
Children and Youth, Education and Literacy
Many public school districts across New York State provide sex-ed instruction that is inaccurate, incomplete and biased, according to Birds, Bees and Bias: How Absent Sex Ed Standards Fail New York's Students. This report examines sex-ed materials used during the 2009-2010 and 2010-11 school years from across New York State.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York
Education and Literacy
Early childhood education is the cornerstone of our educational system. With benefits that include higher academic achievement, higher earnings as adults, a more productive civic life, high quality early childhood education is a proven-to-work strategy for all children. Yet, New York State's investment in early childhood programs and specifically in the Universal Prekindergarten (UPK) program has decreased over the years.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York
Children and Youth;Education and Literacy;Employment and Labor
This report presents findings from the first of three components of a mixed-methods study of middle school teacher turnover in New York City. The project is a collaboration between researchers at The Research Alliance for New York City Schools, New York University, Teachers College, and Baruch College. This study reveals that 55% of the teachers who entered middle schools between 2002 and 2009 left these schools within three years. Further, nearly 60% of departing middle school teachers left the New York City public school system altogether and another 23% either moved to schools that did not include the middle grades (Grades 6-8) or took on non-teaching positions. These findings suggest an exodus of newly-arrived teachers from middle schools, and they raise questions for future research about the causes, consequences, and implications of teacher turnover. The remaining two components of the Research Alliance's larger study -- a survey and a case study analysis -- will investigate these and other questions.
August 1970
Geographic Focus: North America / United States (New York Metropolitan Area)
Education and Literacy
Educators have long asserted that the middle grade years (typically, grades six through eight) are a time of both great importance and vulnerability in students' K-12 schooling. Anecdotal and empirical evidence suggest that students encounter new social and emotional challenges, increased academic demands, and major developmental transitions during the middle grade years. In this study, we investigate whether and how students' achievement and attendance change between grade four and eight and identified moments during this period when students' achievement and attendance suggest that they will struggle to graduate from high school within four years.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City
Education and Literacy
This report contributes to the discussion of charter schools by providing evidence for charter students' performance in Massachusetts for six years of schooling, beginning with the 2005-2006 school year and concluding in 2010-2011.
With the cooperation of the Massachusetts Department of Education, CREDO obtained the historical sets of student-level administrative records. The support of Massachusetts DOE staff was critical to CREDO's understanding of the character and quality of the data received. However, it bears mention that the entirety of interactions with the Department dealt with technical issues related to the data. CREDO has developed the findings and conclusions independently.
This report provides an in-depth examination of the results for charter schools in Massachusetts. It is also an update to CREDO's first analysis of the performance of Massachusetts's charter schools, which can be found on the organization's website.
This report has three main benefits. First, it provides an updated rigorous and independent view of the performance of the state's charter schools. Second, the study design is consistent with CREDO's reports on charter school performance in other locations, making the results amenable to being benchmarked against those nationally and in other states. Third, the study includes a section on charter performance in the Boston area, where much attention has focused.
The analysis presented here takes two forms. We first present the findings about the effects of charter schools on student academic performance. These results are expressed in terms of the academic progress that a typical student in Massachusetts would realize from a year of enrollment in a charter school. The second set of findings is presented at the school level. Because schools are the instruments on which the legislation and public policy works, it is important to understand the range of performance for the schools. These findings look at the performance of students by school and present school average results.
August 1970
Geographic Focus: North America / United States (Northeastern) / Massachusetts
Education and Literacy, Employment and Labor
This report explores the conditions under which middle-school teachers in New York City leave their schools, and the consequences of this turnover. The focus on middle schools stems from the widely-held view that the middle grades are a critical turning point in the lives of children, and that many New York City school children lose academic momentum in these grades, setting them on trajectories of failure as they move towards high school and life beyond it. This report is based on a survey of more than 4,000 full-time middle school teachers working in 125 of the nearly 200 middle schools in New York City serving children in grades six through eight in the 2009-10 school year. The participating teachers reported whether they had considered leaving their current school or leaving teaching during that school year, and the reasons that they considered leaving. The report links their responses to teachers' reports about their own backgrounds and experiences, to the demographic characteristics of the schools in which they teach, and to the collective perceptions of all of the teachers in a school about that school as a workplace. This report is part of a three-year, mixed-methods study of teacher turnover in New York City middle schools.
August 1970
Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City
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