Showing 235 reports filtered by "High School" sorted by date added . Show All Reports
Education and Literacy
Examines teachers' views of merit pay and alternative compensation for those in hard-to-staff subject areas and schools and those with special knowledge and skills. Analyzes determining factors for varying levels of support. Outlines policy implications.
August 1970
Geographic Focus: North America-United States (Western)-Washington
Education and Literacy
Reviews data on how early-career experience affects teacher effectiveness by subject, level, and distribution among high- and low-poverty schools. Calls for frontloading experience-based compensation, ensuring ongoing effectiveness, and even distribution.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy, Race and Ethnicity
Analyzes rates of diagnoses of attention-deficit hyperactivity disorder/attention deficit disorder and learning disability among African-American, Hispanic/Latino, and white children and the role of sociodemographic factors in racial/ethnic disparities.
August 1970
Geographic Focus: North America-United States
Children and Youth, Education and Literacy, Health
Provides an annual state-by-state update on ten indicators of children's health, education, and economic security; trends since 2000; and variations by race/ethnicity. Includes an essay on the progress in and challenges of measuring children's well-being.
August 1970
Geographic Focus: North America-United States
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
Education and Literacy
A report from Harvard's Program on Education Policy and Governance and the journal Education Next finds that only 6% of U.S. students in the high school graduating class of 2009 achieved at an advanced level in mathematics compared with 28% of Taiwanese students and more than 20% of students in Hong Kong, Korea, and Finland. Overall, the United States ranked behind most of its industrialized competitors. The report compares the mathematics performance of high achievers not only across countries but also across the 50 U.S. states and 10 urban districts. Most states and cities ranked closer to developing countries than to developed countries. However, the study has three noteworthy limitations: (a) internationally, students were sampled by age and not by grade, and countries varied greatly on the proportion of the student cohort included in the compared grades; in fact, only about 70% of the U.S. sample would have been in the graduating class of 2009, which makes the comparisons unreliable; (b) the misleading practice of reporting rankings of groups of high-achieving students hides the clustering of scores, inaccurately exaggerates small differences, and increases the possibility of error in measuring differences; and (c) the different tests used in the study measured different domains of mathematics proficiency, and the international measure was limited because of relatively few test items. The study's deceptive comparison of high achievers on one test with high achievers on another says nothing useful about the class of 2009 and offers essentially no assistance to U.S. educators seeking to improve students' performance in mathematics.
This brief is published by the National Education Policy Center (NEPC), and is one of a series of briefs made possible in part by funding from The Great Lakes Center for Education Research and Practice.
August 1970
Geographic Focus: North America-United States
Children and Youth;Education and Literacy
Student learning plans (SLPs) represent an emerging practice in how public schools across the country are supporting the development of students' college and career readiness skills. Learning plans are student-driven planning and monitoring tools that provide opportunities to identify postsecondary goals, explore college and career options and develop the skills necessary to be autonomous, self-regulated learners. Currently, 23 states plus the District of Columbia require that students develop learning plans, and Massachusetts state policymakers are considering whether all middle and high school students should be required to develop learning plans. Legislation is currently pending that calls for the Executive Office of Education to convene an advisory group to investigate and study a development and implementation process for six-year career planning to be coordinated by licensed school guidance counselors for all students in grades 6 to 12.
The purpose of the policy brief Student Learning Plans: Supporting Every Student's Transition to College and Career is to provide policymakers in Massachusetts with a better understanding of what student learning plans are as well as how and to what extent their use is mandated in other states. The brief is organized into five major sections: an overview of SLPs and the rationale for their use in public K-12 education; an overview of the research on the effectiveness of SLPs on improving a variety of student outcomes, including engagement, responsibility, motivation, long-term postsecondary college and career planning; current state trends in mandating SLPs for all students, including the structure and implementation of SLPs, their connection to other high school reform initiatives and their alignment with state and federal career awareness and workforce development initiatives; promising implementation strategies; and, considerations for state policymakers.
Considerations for Massachusetts policymakers include: learn from states that are pioneers in the implementation of SLPs for all students; develop a comprehensive implementation plan; and, strengthen career counseling and career awareness activities in Massachusetts schools.
The policy brief was the subject of discussion during a public webinar on June 30, 2011.
August 1970
Geographic Focus: North America / United States;North America / United States (Northeastern) / Massachusetts
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