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For the first time, this book brings together three controversial topics: homogeneous grouping of students within classrooms by ability or achievement criteria, tracking of students into courses of study by the same criteria, and retention of students in their present grade so that they repeat a year’s work instead of being promoted. The editors solicited syntheses of research on these topics from outstanding scholars with a variety of views.
The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.
School Figures presents statistics, along with historical trends and cross-sectional comparisons, to provide a clear, factual picture of today's K&–12 education landscape, including information on school demographics, cost and finance, testing and achievement, public school reform, and other key areas.
In this straightforward guide to what really happens in classrooms and hallways, veteran teacher and administrator Harry J. Alexandrowicz makes “reality training” available to both novice and experienced teachers. Alexandrowicz draws from his 28 years’ experience in schools to help prepare teachers to handle the inevitable legal, philosophical, and common-sense challenges they face every day. These challenges are presented as brief vignettes followed by four possible solutions with space for the educators to write their proposed actions, followed by sections on what actually happened, and why. The kinds of scenarios you will learn about include: A parent threatens you You witness students hazing another student You discover a gun in a student’s locker The school’s best athlete is failing your class You see inappropriate student behavior outside the classroom. This accessible “insider’s” view of the classroom will be an essential resource for teachers, administrators, and parents who want to gain valuable insights into how to handle what really happens in schools today.
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State education departments and school districts face an important challenge in implementing a new law that requires disadvantaged students to be held to the same standards as other students. The new requirements come from provisions of the 1994 reauthorization of Title I, the largest federal effort in precollegiate education, which provides aid to "level the field" for disadvantaged students. Testing, Teaching, and Learning is written to help states and school districts comply with the new law, offering guidance for designing and implementing assessment and accountability systems. This book examines standards-based education reform and reviews the research on student assessment, focusing on the needs of disadvantaged students covered by Title I. With examples of states and districts that have track records in new systems, the committee develops a practical "decision framework" for education officials. The book explores how best to design assessment and accountability systems that support high levels of student learning and to work toward continuous improvement. Testing, Teaching, and Learning will be an important tool for all involved in educating disadvantaged studentsâ€"state and local administrators and classroom teachers.