Showing 149 reports filtered by "Elementary School" sorted by date added . Show All Reports
Children and Youth, Education and Literacy, Employment and Labor
India's young population and productive workforce are a remarkable asset to the country, but large gaps in the education sector hinder it from realizing the true potential of this gift. Where are the needs and how can donors help?
August 1970
Geographic Focus: Asia (Southeastern)-India
Education and Literacy;Parenting and Families
Between America's long-standing national objective of improving the strength of the public school system to prepare students for college and careers and the focus of the Obama administration on education as a pathway to economic security for the middle class and improving the economy, education issues and policy are in the spotlight. A central focus of the policy discussion is the measurement of quality and the utilization of quality data to improve student outcomes. This quality-focused policy agenda covers a range of high-profile issues, from standardized testing to teacher evaluation to early childhood education, and involves a range of stakeholders.
While regular survey research is conducted with a variety of stakeholders, including teachers, very few nationally representative surveys of parents have been conducted recently. Often cited as a key determinant of student outcomes, parents represent an important perspective that policymakers need to understand in the design, articulation, and implementation of quality-focused education initiatives.
This study provides a comprehensive description of parents' perspectives on education in America today, with a specific focus on understanding what quality education and teaching means to parents and how it should be measured and rewarded.
With funding from the Joyce Foundation, the Associated Press-NORC Center for Public Affairs Research conducted a national survey of 1,025 parents or guardians of children who completed a grade between kindergarten and 12th during the 2012-2013 school year.
August 1970
Geographic Focus: North America / United States
Children and Youth;Education and Literacy
American society reflects considerable class immobility, much of which is due to the wide gap in college completion rates between advantaged and disadvantaged groups of students. This report discusses the factors that cause unequal college completion rates and introduces assets as an explanation stratification scholars often ignore. The following chapters are included in this report:
August 1970
Geographic Focus: North America / United States
Education and Literacy
Since the 1970s, the National Assessment of Educational Progress (NAEP) has monitored the academic performance of 9-, 13-, and 17-year-old students with what have become known as the long-term trend assessments. Four decades of results ofer an extended view of student achievement in reading and mathematics. Results in this report are based on the most recent performance of more than 50,000 public and private school students who, by their participation, have contributed to our understanding of the nation's academic achievement.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy
This new report developed by FSG with support from the W.K. Kellogg Foundation, distills a set of 48 early childhood indicators that reflect healthy development of young children. The report also highlights 10 emerging themes, areas that are not sufficiently addressed by existing indicators and where further inquiry is needed.
August 1970
Geographic Focus: North America-United States
Education and Literacy
The analysis here focuses on Boston's charter high schools. For the purpose of this report, an analysis of high schools is both a necessity and a virtue. It is necessary to study high schools because most students applying to charters in earlier grades are not yet old enough to generate data on postsecondary outcomes. Charter high schools are also of substantial policy interest: a growing body of research argues that high school may be too late for cost-effective human capital interventions. Indeed, impact analyses of interventions for urban youth have mostly generated disappointing results.
This report is interested in ascertaining whether charter schools, which in Massachusetts are largely budget-neutral, can have a substantial impact on the life course of affected students. The set of schools studied here comes from an earlier investigation of the effects of charter attendance in Boston on test scores.
The high schools from the earlier study, which enroll the bulk of charter high school students in Boston, generate statistically and socially significant gains on state assessments in the 10th grade. This report questions whether these gains are sustained.
August 1970
Geographic Focus: North America / United States (Northeastern) / Massachusetts / Suffolk County / Boston
Education and Literacy;International Development
Effective, evidence-based policies on post-primary education are of vital importance as many developing countries start to the see a bulge in secondary and postsecondary enrollment, the product of the achievement of near-universal access to primary school. Finding ways to deliver and promote access to high-quality post-primary education, and to ensure that education is relevant to labor market needs, is one of the great challenges of our times. This must be accomplished in countries where governments face severe budget constraints and many, of not most, parents are too poor to cover the costs out of pocket.
International reports such as "A Global Compact on Learning", by the Center for Universal Education at the Brookings Institution, emphasize providing opportunities for post-primary education as a first-tier policy challenge. In addition, there has been considerably less progress in gender parity at the secondary level. Meeting these challenges will require a combination of using existing resources more effectively -- which requires both understanding which inputs are key and which are not -- and a range of innovations that may fundamentally alter the current methods of instruction.
To that end, the Abdul Latif Jameel Poverty Action Lab (J-PAL) has launched a Post-Primary Education Initiative intended to promote policy-relevant research on secondary and post-secondary education in developing countries, which together will be referred to as post-primary education. This paper is a first step in that process. It reviews the evidence to date on post-primary education and highlight the gaps in the literature, with a focus on identifying policies that should be given the highest priority for future research
Different countries define primary and secondary schooling differently, and in many countries students attend middle schools, upper primary schools, or junior secondary schools before attending secondary school. For the purpose of this review, "post-primary education" includes everything from upper primary, middle, or junior secondary school through tertiary education, as defined by the local context in different countries, including vocational school and other alternative tracks for this age group. In practice, this means that in the research reviewed, the majority of children are in 5th grade (i.e. 10-11 years old) and older.
The review is organized as follows. Section II provides some background on postprimary education in the developing world. Section III explains how papers were selected for this review. Section IV presents a conceptual framework for thinking about postprimary education (PPE), including a brief discussion of measuring outcomes. Section V reviews the evidence pertaining to the demand for schooling (the impact of policies that attempt to increase the willingness of households to send their children to school), and Section VI reviews the evidence on the supply of schooling (the impact of policies that change school and teacher characteristics, and more generally how schools are organized). A final section summarizes the findings, highlighting several research gaps that should receive high priority in future research.
August 1970
Geographic Focus:
Children and Youth, Crime and Safety, Education and Literacy
The primary mission of North Carolina schools is to provide students an excellent education. To fully achieve this mission, schools must not only be safe, but also developmentally appropriate, fair, and just.
Unfortunately, many so-called "school safety" proposals in the wake of the tragedy in Newtown, Connecticut have been shortsighted measures inspired by political expediency but unsupported by data. We aim to provide a more thoughtful approach informed by decades of research and centered on the mission of public schools.
This issue brief responds to the newly established N.C. Center for Safer Schools, which has requested public input on "local concerns and challenges related to school safety" and has made available the opportunity to submit written comments.
The first section of the brief debunks common myths and provides essential facts that must provide the backdrop for the school safety debate. The second section offers proven methods of striving for safe, developmentally appropriate, fair, and just public schools. It also provides examples of reforms from other cities and states. The third section makes note of resources that we encourage Center staff to study carefully.
This brief rests on several key premises. First, "school safety" includes both physical security of students as well as their emotional and psychological well-being. Many of the proposals following the shooting at Sandy Hook Elementary School have had an overly narrow focus on physical security at the expense of this broader picture of holistic student well-being. Second, public education in this state needs more funding in order for schools to even have a chance of achieving their core mission. North Carolina consistently ranks among the worst states in the country for funding of public education.
Schools need more resources to implement measures that can truly ensure student safety. Third, student well-being depends on a coordinated effort by all the systems that serve youth. For example, school safety will be helped by laws that keep guns off school property and by full funding of the child welfare, mental health, and juvenile justice systems. Finally, this issue brief is not intended to be a comprehensive set of suggestions.
Instead, our focus is on providing the Center important context that we view as missing from the current debate.
August 1970
Geographic Focus: North America-United States (Southern)-North Carolina
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