Showing 131 reports filtered by "Middle School" sorted by date added . Show All Reports
Children and Youth, Education and Literacy
Each year, an evaluation is conducted to determine the effectiveness of PSI and to provide school administrators with valuable information for decisions concerning the revision, expansion, and continuation of the program.
August 1970
Geographic Focus: North America-United States (Midwestern)-Ohio-Hamilton County-Cincinnati
Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
Using data from GLSEN's fifth National School Climate Survey, this report documents the school experiences of 295 transgender middle and high school students and finds that these students face extremely high levels of victimization, even more so than their non-transgender lesbian, gay and bisexual peers.
August 1970
Geographic Focus: North America-United States
Education and Literacy;Parenting and Families
School choice is increasingly the new normal in urban education. But in cities with multiple public school options, how can civic leaders create a choice system that works for all families, whether they choose a charter or district public school?
To answer this question, CRPE researchers surveyed 4,000 parents in eight cities (Baltimore, Cleveland, Denver, Detroit, Indianapolis, New Orleans, Philadelphia, and Washington, D.C.) with high degrees of school choice. The researchers also conducted interviews with government officials, choice advocates, and community leaders in four cities, and looked at how many different agencies oversee schools in 35 cities.
The study found that:
The report finds that a more transparent, accountable, and fair system will require action from all parties, including school districts, charter authorizers, charter operators, and states. State and city leaders may need to change laws to ensure that districts and charter authorizers oversee schools responsibly and that families do not face large barriers to choice. In some cases, formal governance changes may be necessary to address the challenges to making school choice work for all families.
December 1969
Geographic Focus: North America-United States
Education and Literacy
We compare two alternative methods to account for the sorting of students into academic tracks. Using data from an urban school district, we investigate whether including track indicators or accounting for classroom characteristics in the value-added model is sufficient to eliminate potential bias resulting from the sorting of students into academic tracks.
We find that accounting for two classroom characteristics -- mean classroom achievement and the standard deviation of classroom achievement -- may reduce bias for middle school math teachers, whereas track indicators help for high school reading teachers. However, including both of these measures simultaneously reduces the precision of the value-added estimates in our context. In addition, we find that while these different specifications produce substantially different value-added estimates, they produce small changes in the tails of value-added distribution.
December 1969
Geographic Focus: North America-United States (Southern)-District of Columbia-Washington
Education and Literacy
Teachers Unite, a membership organization of public school teachers working for social justice, developed this report -- with the research support of the Community Development Project at the Urban Justice Center -- in order to explore the impact of mayoral control on democratic participation in schools. Surveys and focus groups with teachers, Your schools, Your voice parents, and students, combined with a review of relevant laws, policies, and structures, revealed that teachers want decision-making power and the ability to provide feedback regarding the mayor's major decisions; however, the current participation mechanisms prevent this from happening effectively. At a time when teachers are criticized for being self-interested, many teachers stand with parents and students in the desire to create a school system where democratic participation is valued and the voice of the entire community is heard. When teachers are included in decision-making about schools, their work in the classroom will improve, thus leading to a better learning environment for their students. This report shows how the subsequent loss of power and accountability and lack of participation impact the New York City school system. By looking at the current school governance bodies, the programs initiated under mayoral control, and the views of teachers, parents, and students, this report documents how mayoral control devalues those directly impacted by the school system and proposes recommendations that can positively create the change the system needs.
December 1969
Geographic Focus: North America-United States (Northeastern)-New York-New York County-New York City
Education and Literacy
Outlines best practices in education and recommendations for expanding India's secondary education, including a modernized curriculum utilizing technology, increased school accountability, and international benchmarking, from a March 2008 conference.
December 1969
Geographic Focus: Asia;Asia (Southeastern)-India
Education and Literacy
One of a series of guides for school district leaders on optimizing resource allocation, explains how to cut budgets with the least impact on the neediest, shift funds to effective programs and where most needed, and invest stimulus funds in improvements.
December 1969
Geographic Focus: North America-United States
Education and Literacy;Race and Ethnicity
Presents findings from data collected in the Broad Prize selection process on large urban districts with higher-than-state-average performance among African-American, Latino, and low-income students and the policies and practices behind their success.
December 1969
Geographic Focus: North America-United States
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