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Education Research Report
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EDUCATION RESEARCH REPORT
July 2006
Copyright © 2006 Queue, Inc.
IN THIS ISSUE:
* NEW WEBLOG FOR EDUCATION RESEARCH!
* Letters to the Editor
* What Education Schools Aren't Teaching About Reading
* How Do Your State's Math and Reading Standards Measure Up?
* Report on the State of American Schools Shows High School Students Challenged by Math and Science
* Newsweek's Top 100 High School List Draws Criticism
* States Invest Heavily in Data Systems, But Have a Long Way to Go
* Got Math? High School Courses Especially Important for Low-Income, First-Generation College Students
* Educational Impact of Video Games: Indiana Teacher Reports Findings
* K-12 Students Want More Technology in Math and Science
* New Report Highlights Food, Exercise Available to Children in Nation's Public Elementary Schools
* Comparison of the Effects of NBPTS Certified Teachers with Other Teachers on the Rate Of Student Academic Progress
* National American Indian/Alaska Native Education Study—Reading Results Summary
* New Report on Adult Literacy Levels, First Since 1992, Shows Need for High School Reform
* School District Central Offices Hold the Key to Reform
* New Resource for Teaching and Assessing Students with Disabilities
* Does an Ivy League Education Mean a Better Salary?
* Increase in Advanced Placement Student Success Achieved in All 50 States
* NCLB Enhancing Education Through Technology Report
* Powerful Libraries Make Powerful Learners
* Boosting Student Achievement: The Impact of Comprehensive School Reform on Student Achievement
* National Board Teachers No Better at Raising Scores Than Other Educators, Long-Awaited Study Finds
* What Works for Young Readers?
* High School Graduates Need Similar Math, Reading Skills Whether Entering College or Workforce Training Programs
* The Value of Mentoring and Coaching
* Is Cheerleading, Student Government Likeliest Path to Elite School?
* Study Endorses Calling on Students Randomly
* Block Scheduling Does Not Help High School Students Perform Better
* A New Look at Public and Private Schools: Student Background and Mathematics Achievement
* In State Academic Standards, World History Gets Lost in Translation
* Free Student Workbooks for Preview
* Decline Future Mailings
NEW WEBLOG FOR EDUCATION RESEARCH!
Now there's a great new way to get the latest education research news and commentary—and maybe even add your own thoughts into the mix. It's the Education Research Report Weblog: http://queuenews.typepad.com/education_research_report
Since this edition of the newsletter was so replete with interesting and informative articles, we've decided to post the longer text versions on our weblog instead of trying to email them all out. Follow this link: http://queuenews.typepad.com/education_research_report to read about the topics excerpted here. And feel free to leave your comments, too!
LETTERS TO THE EDITOR
The following letters were sent in response to the May 2006 newsletter articles. Back issues of this e-newsletter can be found http://www.queuenews.com/EduResearchRpt.html.
THE EDUCATION INTELLIGENCE AGENCY is included in your newsletter; EIA is not an educational resource—it is an anti-teacher, anti-union newsletter that trashes what we as teachers do on a regular basis. His bias is evident in only reporting on the worst in education and rarely on our many successes. Your inclusion of this in your own newsletter sheds doubt in the intent of your own newsletter.
—Michael Freeman
The "No Child Left Behind" will never work because you cannot force all children into the same mold. Why does this nation think that every child needs to go to college. We are the only nation in the world that does not provide federally funded vocational training for those who are not college material. There will be more children left behind than ever due to the fact that not all children can be forced into this nations mold of what they should be and more will leave school unprepared or will drop out due to frustration.
—Tim Yates
As a former middle school principal, I agree wholeheartedly that the middle schools must add rigor to the instruction. Too much "touchy-feely" stuff has been part of the Middle School movement and these students regrettably are not ready for high school when they arrive. It is not good enough for the middle-level teacher to help these kids feel good about themselves (affective) if they are going to flunk their ninth-grade material in high school. What does that do for their self-esteem?
—David Godfrey
Thanks for this report. Please continue to send it to me on a monthly basis.
—Frank McKenzie, Ph.D.
Perhaps for middle schoolers they need to think outside the box. Knowledge alone does not help these students function in today's world. We seem to be throwing the baby away with the bathwater. We must meet the emotional needs of this group in order to develop mature and well-balanced individual. When I see one of these topics stated as more important, I cringe. We need to teach the WHOLE child. They are the future!!!
—Thomas Barbara
Dear Colleagues:
I read your summary of David T. Conley article [Failing College: Why We Must Align High School Curriculum with College Expectations, May] in your ERP of 5/19 with interest. The need for more vertical integration is crucial and well stated.
I do have one concern. Your summary suggested everyone else should accommodate what is going on in the colleges. Maybe the colleges/universities need to do a bit of accommodating, too.
Regards,
Shirley J. Hansen, Ph.D.
Sounds to me like we are sending too many students to college and not enough to Tech Schools.
—Larry Cunningham
To submit letters to the editor for this e-newsletter, please reply to jdk@queueinc.com. Please indicate whether or not we have permission to publish your comments in future newsletters. The editor reserves the right to trim content for length purposes when necessary, but will not edit the tone of the letters.
WHAT EDUCATION SCHOOLS AREN'T TEACHING ABOUT READING
A report from The National Council on Teacher Quality: http://www.nctq.org/nctq
To see the complete report, please go to:
http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf
For additional copies or the full version of this study, contact:
National Council on Teacher Quality
1225 19th Street N.W., Suite 800
Washington, D.C. 20036
Tel 202 222-0561, Fax 202 222-0570, Web http://www.nctq.org
HOW DO YOUR STATE'S MATH AND READING STANDARDS MEASURE UP?
No Child Left Behind (NCLB) requires all students to be "proficient" in math and reading by 2014 but allows each state to determine its own level of proficiency. Some states are leaving their citizens with a misleading impression of their accomplishments by grading students against low standards, while those states that have high standards may suffer by comparison. . . .
To learn your state's grade and how it was graded, go to: http://www.educationnext.org/20063/28.html
REPORT ON THE STATE OF AMERICAN SCHOOLS SHOWS HIGH SCHOOL STUDENTS CHALLENGED BY MATH AND SCIENCE
High school students in the United States are consistently outperformed by those from Asian and some European countries on international assessments of mathematics and science, according to The Condition of Education 2006 report released today by the U.S. Department of Education's National Center for Education Statistics (NCES). Fourth graders, by comparison, score as well or better than most of their international peers, although their counterparts in other countries are gaining ground. . . .
NCES is the statistical center of the Institute of Education Sciences in the U.S. Department of Education. The full text of The Condition of Education 2006 (in HTML format), along with related data tables and indicators from previous years, can be viewed at:
http://nces.ed.gov/programs/coe
NEWSWEEK'S TOP 100 HIGH SCHOOL LIST DRAWS CRITICISM
I don't think Newsweek's "America's Best High Schools" list (http://www.msnbc.msn.com/id/12532678/site/newsweek) lives up to its name.
Several schools in the "Top 100" reported half or fewer of their African-American students graduating. All of those schools are still on Newsweek's list this year.
For example, Atlantic Community High School, in Delray Beach, Florida, ranked #25 on Newsweek's list, reported a 50-percent graduation rate for its African-American students in 2004, according to its detailed NCLB report card from the Florida Department of Education.
http://web.fldoe.org/nclb/default.cfm?action=report2&level=School&school=0862&district=50
To see the complete article, please go to:
http://www.quickanded.com/2006/05/best-we-can-expect.html
STATES INVEST HEAVILY IN DATA SYSTEMS, BUT HAVE A LONG WAY TO GO
Research Center Grades the States on School Tech: West Virginia Leads Nation With an "A," Nevada Trails With a "D-"
While the No Child Left Behind Act has touched off a boom in school data collection, much work needs to be done before the vast amounts of student information can be harnessed to improve learning, according to Technology Counts 2006: The Information Edge: Using Data to Accelerate Achievement, a new report from Education Week and the Editorial Projects in Education (EPE) Research Center. The report is based on a systematic analysis by the EPE Research Center of the structure and quality of states' computerized data systems, and how those systems are being used. It comes at a time when states are under tremendous pressure to get technology systems and access to data up and running as genuinely useful tools to accelerate student learning on a broad scale. . . .
For the complete article, please go to:
http://www.edweek.org/media/ew/tc/2006/TC06_press.pdf
To access individual state reports please go to:
http://www.edweek.org/ew/toc/2006/05/04/index.html?levelId=1000
GOT MATH? HIGH SCHOOL COURSES ESPECIALLY IMPORTANT FOR LOW-INCOME, FIRST-GENERATION COLLEGE STUDENTS
Being able to take high-quality, high-intensity classes during high school can play a key role in the success of students whose parents have either lower incomes or lower educational levels. Though these students are less likely to enroll in college than students from more advantaged backgrounds, pursuit of rigorous classes in high school can help change that. . .
EDUCATIONAL IMPACT OF VIDEO GAMES: INDIANA TEACHER REPORTS FINDINGS
A group of Indiana high school students traded in their textbooks for a multi-player video game and achieved higher test scores than students learning the exact same material the old-fashioned way. . . .
K-12 STUDENTS WANT MORE TECHNOLOGY IN MATH AND SCIENCE
K-12 students across the U.S. say they'd find math more engaging if teachers infused more technology into their lessons. They also say they want to explore the sciences through technology simulations, field trips, and "CSI"-like problem-solving exercises rather than textbooks. . . .
For additional results from this year's NetDay Speak Up survey, visit: http://www.dell4k12.com/netday
NEW REPORT HIGHLIGHTS FOOD, EXERCISE AVAILABLE TO CHILDREN IN NATION'S PUBLIC ELEMENTARY SCHOOLS
Three-quarters of American public elementary schools offer physical education more than one day a week, and 8 out of 10 have daily recess, according to a report released by the U.S. Department of Education's National Center for Education Statistics (NCES) in the Institute of Education Sciences (IES). . . .
The full text of Calories In, Calories Out: Food and Exercise in Public Elementary Schools, 2005 is available online at http://nces.ed.gov/Pubs2006/nutrition
A copy of the report can be ordered by calling toll free 1-877-4ED-Pubs (1-877-433-7827) (TTY/TDD 1-877-576-7734); via e-mail at edpubs@inet.ed.gov or via the Internet at http://www.ed.gov/pubs/edpubs.html
COMPARISON OF THE EFFECTS OF NBPTS CERTIFIED TEACHERS WITH OTHER TEACHERS ON THE RATE OF STUDENT ACADEMIC PROGRESS
Executive Summary National Board Certification is a voluntary process established by the National Board for Professional Teaching Standards (NBPTS) to measure what accomplished teachers should know and be able to do. Certification is achieved through a rigorous performance-based assessment that takes between one and three years to complete. As of November 2004, approximately 40,200 teachers had earned National Board Certification. This study was undertaken as part of the National Board's continuing effort to measure the impact of National Board Certification and the effects of National Board Certified Teachers (NBCTs) on the quality of teaching and student achievement in America's schools. . . .
For the full report, please go to:
http://www.nbpts.org/pdf/sas_final_report.pdf
NATIONAL AMERICAN INDIAN/ALASKA NATIVE EDUCATION STUDY—READING RESULTS SUMMARY
The following is a brief summary of performance results of American Indian/Alaska Native students at grades 4 and 8 on the 2005 National Assessment of Educational Progress (NAEP) reading assessment. . . .
To see the Math Summary and/or complete report, please go to:
http://165.224.221.98/nationsreportcard/nies/
NEW REPORT ON ADULT LITERACY LEVELS, FIRST SINCE 1992, SHOWS NEED FOR HIGH SCHOOL REFORM
Significant improvement in African-American literacy; overall math skills rise.
Washington, D.C.—American adults can read a newspaper or magazine about as well as they could a decade ago, but have made significant strides in performing literacy tasks that involve computation, according to the first national study of adult literacy since 1992. . . .
To view the reports and for more information, visit http://nces.ed.gov/naal
SCHOOL DISTRICT CENTRAL OFFICES HOLD THE KEY TO REFORM
A new report released by Springboard Schools turns conventional wisdom on its head by revealing that school districts, previously thought to be roadblocks to reform, can play a key role in boosting student achievement. The report identifies "promising practices," including reporting publicly on progress and creating a balance between centralization and decentralization, that have enabled some high-poverty districts to succeed. . . .
Read the full report, "Minding the Gap: New Roles for School Districts in the Era of Accountability," at: http://www.springboardschools.org
NEW RESOURCE FOR TEACHING AND ASSESSING STUDENTS WITH DISABILITIES
In keeping with the goal of ensuring that all students achieve to high standards, the U.S. Department of Education announced the availability of a new tool kit to help states fully implement the accountability provisions of No Child Left Behind for students with disabilities. . . .
The Tool Kit is being disseminated to the state leadership so that they can share these materials with those in their states who have responsibility for improving teaching and assessment of all students. The Tool Kit is also accessible at
http://www.ed.gov/about/offices/list/osers/reports.html
DOES AN IVY LEAGUE EDUCATION MEAN A BETTER SALARY?
According to the U.S. Census Bureau, a college degree adds about a million dollars to your lifetime earnings—compared to the earnings of those with only a high school degree.
But does it matter which college you attend? If you spend $200,000 to go to Harvard or Yale, does that mean you'll make more money when you get out? . . .
To see the complete report, please go to:
http://wcco.com/local/local_story_155160047.html
INCREASE IN ADVANCED PLACEMENT STUDENT SUCCESS ACHIEVED IN ALL 50 STATES
President in State of the Union Calls for More AP Teachers
New York, Maryland, Utah, California, Virginia, Connecticut, Massachusetts, and Florida Lead the Way; Record-Breaking Gains in Arkansas
The College Board, the not-for-profit membership association that administers the AP Program, has released the second annual Advanced Placement Report to the Nation, showing that all 50 states and the District of Columbia have achieved an increase in the percentage of high school students earning a grade of 3 or higher in college-level AP courses since 2000. . . .
The full report is available at:
http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/2006_
ap-report-nation.pdf
NCLB ENHANCING EDUCATION THROUGH TECHNOLOGY REPORT
The State Educational Technology Directors Association has released its third annual Trends Report on educational technology. In addition to reporting trends on the NCLB Enhancing Education Through Technology (EETT) program, the 2006 report also includes general state policy trends in educational technology. The findings in the 2006 report are based on surveys from 50 states and the District of Columbia. Seven trends were reported across the first three years of the program. . . .
To see the full report, please go to:
http://www.setda.org/resources/SETDA%20Nat%27l%20Trends%20Final%202006%2Epdf
If you would like a hard copy, please email info@setda.org
POWERFUL LIBRARIES MAKE POWERFUL LEARNERS
Keith Curry Lance of the Library Research Service in Denver, Colorado is the author of the study, "Powerful Libraries Make Powerful Learners: The Study of Illinois School Libraries."
The report, which sampled 661 Illinois public elementary and secondary schools, compared Illinois Standards Achievement Test (ISAT) and Prairie State Achievement Examination (PSAE) scores with the presence of school libraries and librarians. . . .
For more information, including the executive summary, video, and fact sheets go to:
http://www.islma.org/news.htm
BOOSTING STUDENT ACHIEVEMENT: THE IMPACT OF COMPREHENSIVE SCHOOL REFORM ON STUDENT ACHIEVEMENT
A preliminary report is available at:
http://www.crpe.org/hot/PDF/BookerGrossGoldhaberAEFA06.pdf
NATIONAL BOARD TEACHERS NO BETTER AT RAISING SCORES THAN OTHER EDUCATORS, LONG-AWAITED STUDY FINDS
A long-awaited study using North Carolina data concludes that Students of teachers who hold certification from the National Board for Professional Teaching Standards achieve, on average, no greater academic progress than students of teachers without the special
status. . . .
Blog: http://www.eduwonk.com/archives/2006_04_30_archive.html#114625479676112910
The board, which had commissioned the study, then posted an "overview" of the research on its Web site last week, though officials there denied the posting was prompted by Mr. Rotherham's blog entry. They said they did not intend to provide a link to the full study.
Overview: http://www.nbpts.org/research/archive_3.cfm?id=162
The overview is largely critical of the study, citing methodological problems. For instance, the overview said the study lacked a sufficient number of teachers.
WHAT WORKS FOR YOUNG READERS?
Carol McDonald Connor, professor at Florida State University and research faculty member for the Florida Center for Reading Research; Frederick J. Morrison, developmental psychologist at the University of Michigan; and Leslie E. Katch, graduate research assistant for Loyola University, Chicago School of Social Work, share the International Reading Association's 2006 Dina Feitelson Research Award for their article, "Beyond the Reading Wars: Exploring the Effect of Child-Instruction Interactions on Growth in Early Reading," published in Scientific Studies of Reading. . . .
For more information, please see:
http://cela.albany.edu/publication/IRAResearch.pdf
and
http://cela.albany.edu/research/partnerB6.htm
HIGH SCHOOL GRADUATES NEED SIMILAR MATH, READING SKILLS WHETHER ENTERING COLLEGE OR WORKFORCE TRAINING PROGRAMS
High school students who plan to enter workforce training programs after they graduate need academic skills similar to those needed by students planning to enter college, according to a new study conducted by ACT. The findings suggest that the math and reading skills needed to be ready for success in workforce training programs are comparable to those needed for success in the first year of college. . . .
View the ACT report: Ready for College and Ready for Work: Same or Different?
http://www.act.org/path/policy/reports/workready.html
THE VALUE OF MENTORING AND COACHING
When mentors are trained to do coaching, the impact of the coaching on the mentors is as profound as it is on the new teachers. Mentors usually choose to mentor for altruistic reasons: they want to help a rookie have a less stressful beginning, they want to give back to the profession, or they simply want to be a good neighbor. Mentors are frequently surprised at how much they themselves gain, reporting that the experience of promoting another's reflection enhances reflection on their own practice. Some mentors continue to do peer coaching with other mentors and colleagues after they are no longer mentors. Reflection on practice, self-esteem, and new learning are just a few rewards of mentoring. Regularly scheduled meetings also help to alleviate the isolation teachers sometimes feel and enhance the sense of the school as a community of learners.
To see the complete article, please go to:
http://www.mec.edu/mascd/docs/villani2.htm
IS CHEERLEADING, STUDENT GOVERNMENT LIKELIEST PATH TO ELITE SCHOOL?
Participation in dance classes and music classes are associated with an increased chance of a student pursuing a college degree, but art classes or visits to the public library are not, according to recent research by sociologists. . . .
STUDY ENDORSES CALLING ON STUDENTS RANDOMLY
It's a feeling nearly everyone remembers experiencing at least once: sitting in class unprepared, silently praying the teacher won't call your name.
For those students, the days of quiet safety may be numbered. . . .
BLOCK SCHEDULING DOES NOT HELP HIGH SCHOOL STUDENTS PERFORM BETTER
Students who had block scheduling enjoyed no advantage in college science compared to peers who had traditional class schedules in high school, according to Robert Tai, assistant professor of science education at the University of Virginia's Curry School of Education. In fact, they performed worse, he said. . . .
The April/May 2006 issue of the High School Journal is available online at: http://muse.jhu.edu/journals/high_school_journal/toc/hsj89.4.html
A NEW LOOK AT PUBLIC AND PRIVATE SCHOOLS: STUDENT BACKGROUND AND MATHEMATICS ACHIEVEMENT
by Sarah Theule Lubienski and Christopher Lubienski
A RECENT report of mathematics results from the National Assessment of Educational Progress (NAEP) highlighted this "major finding": "Public-school students scored lower on average than non-public-school students at both grades 4 and 8." Of course, this finding is nothing new. Indeed, it is part of the common wisdom in the United States that private school students outscore public school students on standardized tests. Furthermore, studies have suggested that this is true even when researchers account for the fact that the enrollment at public schools differs from the enrollment at private schools. . . .
To see the full report, please go to:
http://www.pdkintl.org/kappan/k_v86/k0505lub.htm
IN STATE ACADEMIC STANDARDS, WORLD HISTORY GETS LOST IN TRANSLATION
A new report by the Thomas B. Fordham Institute finds that at a time of rapid globalization, most states don't even try to provide young Americans with a solid grounding in world history. . . .
Complete state and exam reviews, as well as the full text of the report, can be found at http://www.edexcellence.net/foundation/publication/publication.cfm?id=356&CFID=
6642400&CFTOKEN=76632561
FREE STUDENT WORKBOOKS AVAILABLE FOR PREVIEW (Advertisement)
Queue, Inc. offers free previews to public schools of its state-specific and generic test preparation workbooks. Queue publishes test prep books in many different subjects, including Mathematics, Reading Comprehension, Language Arts, Editing and Revising, and Composition for, in many states, Grades K–high school. In some states, Practice Tests in Math and/or Language Arts are currently available.
Queue also offers workbooks in Literature, Science, History, Government, Health, and ESL. Only samples of student workbooks are available for preview.
For further information on Queue, Inc., and our product line, visit http://www.qworkbooks.com. To order free previews, please visit:
http://www.qworkbooks.com/samplerequest.html.
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<html xmlns:o="urn:schemas-microsoft-com:office:office" xmlns:w="urn:schemas-microsoft-com:office:word" xmlns="http://www.w3.org/TR/REC-html40"><head> <meta name="Title" content="Education Research Report"> <meta http-equiv="Content-Type" content="text/html; charset=ISO-8859-1"><title>Education Research Report</title> <meta content="Jonathan Kantrowitz" name="author"> <meta content="Educational newsletter meant to inform those interested in the U.S.'s latest educational developments." name="description"></head>
<body style="color: rgb(0, 0, 0); background-color: rgb(252, 255, 239); width: 977px;" link="#000099" alink="#000099" vlink="#990099"><br style="font-family: Arial;"><div style="border: 6px ridge rgb(28, 60, 123); font-family: Arial; bottom: auto; right: auto; width: 845px;"><br><div style="text-align: center; background-color: rgb(28, 60, 123); bottom: auto; right: auto; width: 835px;"><div style="text-align: center;"><span style="text-decoration: underline; font-weight: bold;"></span><span style="font-weight: bold;"></span><a name="top"></a><big style="color: rgb(204, 204, 204);"><big><span style="font-weight: bold;"><span style="color: rgb(255, 255, 204);">EDUCATION RESEARCH REPORT</span></span></big></big><big style="color: rgb(204, 204, 204);"><big><span style="font-weight: bold;"><span style="color: rgb(255, 255, 204);"></span></span> </big></big><br></div><big style="color: rgb(255, 255, 204);"><big>July
2006</big></big><br style="color: rgb(255, 255, 204);">
<big style="color: rgb(255, 255, 204);"><big><small><small><small><small>Copyright
© 2006 Queue, Inc.</small></small></small></small></big></big>
</div><div style="text-align: justify; margin-left: 238px; width: 585px;" class="Section1"><big><small><span style="font-weight: bold;"></span></small></big><br><br><div style="position: absolute; top: 101px; bottom: auto; left: 18px; right: auto; z-index: 3;"><table style="text-align: left; left: 43px; top: 26px; background-color: rgb(28, 60, 123); width: 204px; height: 803px;" border="1" cellpadding="5" cellspacing="2"> <tbody><tr><td style="text-align: left; background-color: rgb(255, 255, 204); vertical-align: middle;"><big style="color: rgb(204, 204, 204);"><big><a href="http://www.queuenews.com/"><img style="border: 0px solid ; top: 139px; left: 41px; width: 164px; height: 119px;" alt="" src="http://www.admail.net/images/image_viewer.php?c=4566af&n=2039" hspace="15" vspace="15"></a></big></big><big><small><span style="font-weight: bold;">IN THIS
ISSUE:</span></small></big><small><o:p></o:p></small>
<ul> <small> </small><li style="font-weight: bold;"><a href="#weblog">NEW WEBLOG FOR EDUCATION RESEARCH!</a></li></ul><ul><li><a href="#letter">Letters to the Editor</a></li></ul>
<ul> <small> </small><li><a href="#Tech"><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span></a><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><a href="#arent">What
Education Schools Are</a><a href="#arent">n't Teaching About Reading</a></li>
</ul> <ul> <li><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><a href="#measure">How
Do Your State's Math and Reading Standards Measure Up?</a></li>
</ul>
<ul> <li><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><a href="#report">Report
on the State of American Schools Shows High School Students Challenged
by Math and Science</a></li> </ul>
<ul> <li><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><a href="#newsweek">Newsweek's Top 100 High School List Draws
Criticism</a></li></ul><ul><li><a href="#data"><span style="font-weight: bold;"></span>States
Invest Heavily in Data Systems, But Have a Long Way to Go</a></li>
</ul>
<ul><li><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><a href="#got">Got
Math? High School Courses Especially Important for Low-Income,
First-Generation College Students</a></li></ul><ul><li><a href="#video">Educational Impact of Video Games: Indiana
Teacher Reports Findings</a></li></ul>
<ul> <li><a href="#cory"><span style="font-weight: bold;"></span></a><span style="font-weight: bold;"></span><a href="#k-12">K-12
Students Want More Technology in Math and Science</a></li>
</ul> <ul> <li><a href="#8"><span style="font-weight: bold;"></span></a><span style="font-weight: bold;"></span><a href="#food">New
Report Highlights Food, Exercise Available to Children in Nation's
Public Elementary Schools</a></li>
</ul><ul><li><a href="#nbpts">Comparison
of the Effects of NBPTS Certified Teachers with Other Teachers on the
Rate Of Student Academic Progress</a></li></ul><ul><li><a href="#indian">National American Indian/Alaska Native
Education Study—Reading Results Summary</a></li></ul><ul><li><big><small><a href="#room"><big>New
Report on
Adult Literacy Levels, First Since 1992,
Shows Need for High School Reform</big></a></small></big></li></ul><ul><li><a href="#key">School District Central Offices Hold the Key to
Reform</a></li></ul><ul><li><a href="#disable">New Resource for Teaching and Assessing
Students with Disabilities</a></li></ul><ul><li><a href="#ivy">Does an Ivy League Education Mean a Better
Salary?</a></li></ul><ul><li><a href="#ap">Increase in Advanced Placement Student Success
Achieved in All 50 States</a></li></ul><ul><li><a href="#nclb">NCLB Enhancing Education Through Technology
Report</a></li></ul><ul><li><a href="#library">Powerful Libraries Make Powerful Learners</a></li></ul><ul><li><a href="#BOOST">Boosting Student Achievement: The Impact of
Comprehensive School Reform on Student Achievement</a></li></ul><ul><li><a href="#BETTER">National Board Teachers No Better at Raising
Scores Than Other Educators, Long-Awaited Study Finds</a></li></ul>
<ul><li><a href="#young"><span style="font-weight: bold;"></span>What Works for Young
Readers?</a></li></ul><ul><li><a href="#similar">High School Graduates Need Similar Math,
Reading Skills Whether Entering College or Workforce Training Programs</a></li></ul><ul><li><a href="#mentor">The Value of Mentoring and Coaching</a></li></ul><ul><li><a href="#CHEERLEADING">Is Cheerleading, Student Government
Likeliest Path to Elite School?</a></li></ul><ul><li><a href="#RANDOM">Study Endorses Calling on Students Randomly</a></li></ul><ul><li><a href="#BLOCK">Block Scheduling Does Not Help High School
Students Perform Better</a></li></ul><ul><li><a href="#LOOK">A New Look at Public and Private Schools:
Student Background and Mathematics Achievement</a></li></ul><ul><li><a href="#history">In State Academic Standards, World History
Gets Lost in Translation</a></li></ul>
<ul> <li><a style="color: rgb(0, 102, 0); font-weight: bold;" href="#Free_Student">Free
Student Workbooks for Preview</a><small> <o:p></o:p></small></li>
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</tbody></table></div><div style="text-align: left;"><span style="font-weight: bold; color: rgb(0, 0, 0);"><a name="weblog"></a>NEW WEBLOG FOR EDUCATION RESEARCH!</span><br><br>Now
there's a great new way to get the latest education research news and
commentary—and maybe even add your own thoughts into the mix.
It's the <span style="font-style: italic;">Education Research Report</span> Weblog: <a href="http://queuenews.typepad.com/education_research_report">http://queuenews.typepad.com/education_research_report</a><br><br><div style="text-align: justify;">Since
this edition of the newsletter was so replete with interesting and
informative articles, we've decided to post the longer text versions on
our weblog instead of trying to email them all out. Follow this
link: <a href="http://queuenews.typepad.com/education_research_report">http://queuenews.typepad.com/education_research_report</a>
to read about the topics excerpted here.
And feel free to leave your comments, too!<br></div><br><a href="#top">back to top</a><br><br><hr style="width: 100%; height: 2px;"><a name="letter"></a><span style="font-weight: bold;">LETTERS TO THE EDITOR</span><br> <div style="text-align: justify;"><div style="text-align: left;"><span style="font-style: italic;">The follow</span><span style="font-style: italic;">ing letters were sent
in
response to the May 2006 newsl</span><span style="font-style: italic;">etter articles. Back issues of this
e-newsletter can be found <a href="http://www.queuenews.com/EduResearchRpt.html">http://www.queuenews.com/EduResearchRpt.html</a>.</span><br><span style="font-style: italic;"></span></div><br><br><div style="margin-left: 40px;">THE EDUCATION INTELLIGENCE AGENCY
is
included in your newsletter; EIA is not an educational
resource—it is
an anti-teacher, anti-union newsletter that trashes what we as teachers
do on a regular basis. His bias is evident in only reporting on the
worst in education and rarely on our many successes. Your inclusion of
this in your own newsletter sheds doubt in the intent of your own
newsletter.<br> <br>—Michael Freeman<br><br> <br></div></div><div style="text-align: justify; margin-left: 40px;">The "No
Child
Left Behind" will never work because you cannot force all children into
the same mold. Why does this nation think that every child
needs to go
to college. We are the only nation in the world that does not
provide
federally funded vocational training for those who are not college
material. There will be more children left behind than ever
due to the
fact that not all children can be forced into this nations mold of what
they should be and more will leave school unprepared or will drop out
due to frustration.<br></div><div style="margin-left: 40px;"><br>—Tim Yates<br><br> <br></div><div style="text-align: justify; margin-left: 40px;">As
a
former middle school principal, I agree wholeheartedly that the middle
schools must add rigor to the instruction. Too much
"touchy-feely"
stuff has been part of the Middle School movement and these students
regrettably are not ready for high school when they arrive.
It is
not
good enough for the middle-level teacher to help these kids feel good
about themselves (affective) if they are going to flunk their
ninth-grade material in high school. What does that do for their
self-esteem?
<br></div><div style="margin-left: 40px;"><br>—David
Godfrey<br><br> <br>Thanks for this report.
Please continue to send it to me on a monthly basis.<br><br>—Frank
McKenzie, Ph.D.<br><br> <br></div><div style="text-align: justify; margin-left: 40px;">Perhaps
for middle schoolers they need to think outside the box. Knowledge
alone does not help these students function in today's world. We seem
to be throwing the baby away with the bathwater. We must meet the
emotional needs of this group in order to develop mature and
well-balanced individual. When I see one of these topics stated as more
important, I cringe. We need to teach the WHOLE child. They are the
future!!!<br></div><div style="margin-left: 40px;"><br>—Thomas
Barbara<br><br><br>Dear Colleagues:<br><br></div><div style="text-align: justify; margin-left: 40px;">I
read your summary of David T. Conley article [<span style="font-style: italic;">Failing College: Why We Must
Align High School Curriculum with College Expectations</span>,
May] in your ERP of 5/19 with
interest. The need for more vertical integration is crucial
and well
stated.<br></div><div style="margin-left: 40px;"><br></div><div style="text-align: justify; margin-left: 40px;">I do have
one concern. Your summary suggested
everyone else should accommodate what is going on in the
colleges.
Maybe the colleges/universities need to do a bit of accommodating, too.<br></div><div style="margin-left: 40px;"><br>Regards,<br>Shirley
J. Hansen, Ph.D.<br><br> <br>Sounds to me
like we are sending too many students to college and not enough to Tech
Schools.<br><br>—Larry Cunningham<br></div><br><br><span style="font-style: italic;">To submit letters to the editor
for this e-newsletter, please reply to <a href="mailto:jdk@queueinc.com">jdk@queueinc.com</a>.
Please indicate whether or not we have permission to publish
your
comments in future newsletters. The editor reserves the right
to
trim content for length purposes when necessary, but will not edit the
tone of the letters.</span> <br><br><a href="#top">back to top</a><br> <br><hr style="width: 100%; height: 2px;"><a name="arent"></a><span style="font-weight: bold;">WHAT EDUCATION SCHOOLS AREN'T
TEACHING ABOUT READING</span><br><br>A report from
The National Council on Teacher Quality: <a href="http://www.nctq.org/nctq">http://www.nctq.org/nctq</a><br><span style="font-weight: bold;"></span><br>To see the complete report,
please go to:<br><a href="http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf">http://www.nctq.org/nctq/images/nctq_reading_study_app.pdf</a><br><br>For
additional copies or the full version of this study, contact:<br><br>National
Council on Teacher Quality<br>1225 19th Street N.W., Suite 800<br>Washington,
D.C. 20036<br>Tel 202 222-0561, Fax 202 222-0570, Web <a href="http://www.nctq.org">http://www.nctq.org</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="measure"></a><span style="font-weight: bold;">HOW DO YOUR STATE'S MATH AND
READING STANDARDS MEASURE UP?</span><br><br><div style="text-align: justify;">No
Child Left Behind (NCLB) requires all students to be "proficient" in
math and reading by 2014 but allows each state to determine its own
level of proficiency. Some states are leaving their citizens with a
misleading impression of their accomplishments by grading students
against low standards, while those states that have high standards may
suffer by comparison. . . . <br>
<br><div style="text-align: left;"><span style="font-style: italic;"></span>To learn your state's grade
and how it was graded, go to: <a href="http://www.educationnext.org/20063/28.html">http://www.educationnext.org/20063/28.html</a><br></div></div><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="report"></a><span style="font-weight: bold;">REPORT ON THE STATE OF AMERICAN
SCHOOLS SHOWS HIGH SCHOOL STUDENTS CHALLENGED BY MATH AND SCIENCE</span><br><br><div style="text-align: justify;">High
school students in the United States are consistently outperformed by
those from Asian and some European countries on international
assessments of mathematics and science, according to <span style="font-style: italic;">The Condition of
Education 2006</span> report released today by the U.S.
Department of
Education's National Center for Education Statistics (NCES).
Fourth graders, by comparison, score as well or better than most of
their international peers, although their counterparts in other
countries are gaining ground. . . . <br><br>NCES
is the statistical center of the Institute of Education Sciences in the
U.S. Department of Education. The full text of <span style="font-style: italic;">The Condition of
Education 2006</span> (in HTML format), along with related data
tables and
indicators from previous years, can be viewed at:<br><a href="http://nces.ed.gov/programs/coe">http://nces.ed.gov/programs/coe<br></a></div><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="newsweek"></a><span style="font-weight: bold;"><span style="font-style: italic;">NEWSWEEK</span>'S TOP 100
HIGH SCHOOL LIST DRAWS CRITICISM</span><br><br>I
don't think <span style="font-style: italic;">Newsweek</span>'s
"America's Best High Schools" list (<a href="http://www.msnbc.msn.com/id/12532678/site/newsweek">http://www.msnbc.msn.com/id/12532678/site/newsweek</a>)
lives up to its name.<br><br><div style="text-align: justify;">Several
schools in the "Top 100" reported half or fewer of their
African-American students graduating. All of those schools are still
on <span style="font-style: italic;">Newsweek</span>'s
list this year.<br></div><br><div style="text-align: justify;">For example, Atlantic
Community High School, in Delray Beach, Florida, ranked #25 on <span style="font-style: italic;">Newsweek</span>'s
list, reported a 50-percent graduation rate for its African-American
students in 2004, according to its detailed NCLB report card
from the Florida Department of Education.<br></div><a href="http://web.fldoe.org/nclb/default.cfm?action=report2&level=School&school=0862&district=50">http://web.fldoe.org/nclb/default.cfm?action=report2&level=School&school=0862&district=50</a><br><br>To
see the complete article, please go to:<br><a href="http://www.quickanded.com/2006/05/best-we-can-expect.html">http://www.quickanded.com/2006/05/best-we-can-expect.html</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="data"></a><span style="font-weight: bold;">STATES INVEST HEAVILY IN DATA
SYSTEMS, BUT HAVE A LONG WAY TO GO</span><br><br><span style="font-style: italic;">Research Center Grades the
States on School Tech: West Virginia Leads Nation With an "A," Nevada
Trails With a "D-"</span><br><br><div style="text-align: justify;">While
the No Child Left Behind Act has touched off a boom in school data
collection, much work needs to be done before the vast amounts of
student information can be harnessed to improve learning, according to
<span style="font-style: italic;">Technology Counts 2006:
The Information Edge: Using Data to Accelerate
Achievement</span>, a new report from <span style="font-style: italic;">Education Week</span> and
the Editorial
Projects in Education (EPE) Research Center. The report is based on a
systematic analysis by the EPE Research Center of the structure and
quality of states' computerized data systems, and how those systems are
being used. It comes at a time when states are under tremendous
pressure to get technology systems and access to data up and running as
genuinely useful tools to accelerate student learning on a broad scale.
. . . <br><br>For
the complete article, please go to:<br></div><a href="http://www.edweek.org/media/ew/tc/2006/TC06_press.pdf">http://www.edweek.org/media/ew/tc/2006/TC06_press.pdf</a><br><br>To
access individual state reports please go to:<br><a href="http://www.edweek.org/ew/toc/2006/05/04/index.html?levelId=1000">http://www.edweek.org/ew/toc/2006/05/04/index.html?levelId=1000</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="got"></a><span style="font-weight: bold;">GOT MATH? HIGH SCHOOL COURSES
ESPECIALLY IMPORTANT FOR LOW-INCOME, FIRST-GENERATION COLLEGE STUDENTS</span><br><br><div style="text-align: justify; width: 591px;">Being
able to take high-quality, high-intensity classes during high school
can play a key role in the success of students whose parents have
either lower incomes or lower educational levels. Though these students
are less likely to enroll in college than students from more advantaged
backgrounds, pursuit of rigorous classes in high school can help change
that. . . <br></div><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="video"></a><span style="font-weight: bold;">EDUCATIONAL IMPACT OF VIDEO
GAMES: INDIANA TEACHER REPORTS FINDINGS</span><br>
<br><div style="text-align: justify;">A
group of Indiana high school students traded in their textbooks for a
multi-player video game and achieved higher test scores than students
learning the exact same material the old-fashioned way. . . . <br></div><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="k-12"></a><span style="font-weight: bold;">K-12 STUDENTS WANT MORE
TECHNOLOGY IN MATH AND SCIENCE</span><br><br><div style="text-align: justify;">K-12
students across the U.S. say they'd find math more engaging if teachers
infused more technology into their lessons. They also say they want to
explore the sciences through technology simulations, field trips, and
"CSI"-like problem-solving exercises rather than textbooks. . . .<br><br></div>For
additional results from this year's NetDay Speak Up survey, visit: <a href="http://www.dell4k12.com/netday">http://www.dell4k12.com/netday</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="food"></a><span style="font-weight: bold;">NEW REPORT HIGHLIGHTS FOOD,
EXERCISE AVAILABLE TO CHILDREN IN NATION'S PUBLIC ELEMENTARY SCHOOLS</span><br><br><div style="text-align: justify;">Three-quarters
of American public elementary schools offer physical education more
than one day a week, and 8 out of 10 have daily recess, according to a
report released by the U.S. Department of Education's National Center
for Education Statistics (NCES) in the Institute of Education Sciences
(IES). . . . <br></div><div style="margin-left: 40px; text-align: justify;"><br></div><div style="text-align: justify;">The
full text of <span style="font-style: italic;">Calories
In, Calories Out: Food and Exercise in Public
Elementary Schools, 2005</span> is available online at
<a href="http://nces.ed.gov/Pubs2006/nutrition">http://nces.ed.gov/Pubs2006/nutrition</a><br></div><br>A
copy of the report can
be ordered by calling toll free 1-877-4ED-Pubs (1-877-433-7827)
(TTY/TDD 1-877-576-7734); via e-mail at <a href="mailto:edpubs@inet.ed.gov">edpubs@inet.ed.gov</a>
or via the Internet at <a href="http://www.ed.gov/pubs/edpubs.html">http://www.ed.gov/pubs/edpubs.html</a><br><br><a href="#top">back to top</a> <br> <br><hr style="width: 100%; height: 2px;"><a name="nbpts"></a><span style="font-weight: bold;">COMPARISON OF THE EFFECTS OF
NBPTS CERTIFIED TEACHERS WITH OTHER TEACHERS ON THE RATE OF STUDENT
ACADEMIC PROGRESS</span><br><br><div style="text-align: justify;">Executive
Summary National Board Certification is a voluntary process established
by the National Board for Professional Teaching Standards (NBPTS) to
measure what accomplished teachers should know and be able to do.
Certification is achieved through a rigorous performance-based
assessment that takes between one and three years to complete. As of
November 2004, approximately 40,200 teachers had earned National Board
Certification. This study was undertaken as part of the National
Board's continuing effort to measure the impact of National Board
Certification and the effects of National Board Certified Teachers
(NBCTs) on the quality of teaching and student achievement in America's
schools. . . . </div><br>For the
full report, please go to:<br><a href="http://www.nbpts.org/pdf/sas_final_report.pdf">http://www.nbpts.org/pdf/sas_final_report.pdf</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="indian"></a><span style="font-weight: bold;">NATIONAL AMERICAN INDIAN/ALASKA
NATIVE EDUCATION STUDY—READING RESULTS SUMMARY</span><br><br><div style="text-align: justify;">The
following is a brief summary of performance results of American
Indian/Alaska Native students at grades 4 and 8 on the 2005 National
Assessment of Educational Progress (NAEP) reading assessment. . . . <br><br>To
see the Math Summary and/or complete report, please go to:<br></div><a href="http://165.224.221.98/nationsreportcard/nies/">http://165.224.221.98/nationsreportcard/nies/<br></a><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="room"></a><span style="font-weight: bold;">NEW
REPORT ON ADULT LITERACY
LEVELS, FIRST SINCE 1992,
SHOWS NEED FOR HIGH SCHOOL REFORM</span><o:p></o:p><span style="font-weight: bold;"></span>
<br> <o:p></o:p>
<br><small><span style="font-style: italic;">Significant
improvement in
African-American literacy;
overall math skills rise.</span><o:p style="font-style: italic;"></o:p><span style="font-style: italic;">
</span></small><br> <o:p></o:p>
<br><div style="text-align: justify;">
Washington, D.C.—American adults can read a newspaper or
magazine about as well as they could a decade ago, but have made
significant
strides in performing literacy tasks that involve computation,
according to the
first national study of adult literacy since 1992. . . .<o:p></o:p>
<br> <o:p></o:p>
<br>To view the reports and for more information, visit <a href="http://nces.ed.gov/naal">http://nces.ed.gov/naal</a></div><br><a href="#top">back to top</a> <br> <br><hr style="width: 100%; height: 2px;"><a name="key"></a><span style="font-weight: bold;">SCHOOL DISTRICT CENTRAL OFFICES
HOLD THE KEY TO REFORM</span><br><br><div style="text-align: justify;">A
new report released by Springboard Schools turns conventional wisdom on
its head by revealing that school districts, previously thought to be
roadblocks to reform, can play a key role in boosting student
achievement. The report identifies "promising practices," including
reporting publicly on progress and creating a balance between
centralization and decentralization, that have enabled some
high-poverty districts to succeed. . . . <br><br><div style="text-align: left;">Read
the full report, "Minding the Gap: New Roles for School Districts in
the Era of Accountability," at: <a href="http://www.springboardschools.org">http://www.springboardschools.org</a><br></div></div><br><a href="#top">back to top</a> <br> <br><hr style="width: 100%; height: 2px;"><a name="disable"></a><span style="font-weight: bold;">NEW RESOURCE FOR TEACHING AND
ASSESSING STUDENTS WITH DISABILITIES</span><br><br><div style="text-align: justify;">In
keeping with the goal of ensuring that all students achieve to high
standards, the <br>U.S. Department of Education announced the availability
of a new tool kit to help states <br>fully implement the accountability
provisions of No Child Left Behind for students <br>with disabilities. . . . <br><br>The
Tool Kit is being disseminated to the state leadership so that they can
share <br>these materials with those in their states who have
responsibility for improving teaching <br>and assessment of all students.
The Tool Kit is also accessible at<br></div><a href="http://www.ed.gov/about/offices/list/osers/reports.html">http://www.ed.gov/about/offices/list/osers/reports.html</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="ivy"></a><span style="font-weight: bold;">DOES AN IVY LEAGUE EDUCATION MEAN
A BETTER SALARY?</span><br><br><div style="text-align: justify;">According
to the U.S. Census Bureau, a college degree adds about a million
dollars to your lifetime earnings—compared to the earnings of
those
with only a high school degree.<br><br>But does it matter
which college you attend? If you spend $200,000 to go to Harvard or
Yale, does that mean you'll make more money when you get out? . . . <br></div><br>To see the
complete report, please go to:<br><a href="http://wcco.com/local/local_story_155160047.html">http://wcco.com/local/local_story_155160047.html</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="ap"></a><span style="font-weight: bold;">INCREASE IN ADVANCED PLACEMENT
STUDENT SUCCESS ACHIEVED IN ALL 50 STATES</span><br><br><span style="font-style: italic;">President in State of the Union
Calls for More AP Teachers</span><br><br><span style="font-style: italic;">New
York, Maryland, Utah, California, Virginia, Connecticut, Massachusetts,
and Florida Lead the Way; Record-Breaking Gains in Arkansas</span><br><br><div style="text-align: justify;">The
College Board, the not-for-profit membership association that
administers the AP Program, has released the second annual <span style="font-style: italic;">Advanced
Placement Report to the Nation</span>, showing that all 50 states
and the
District of Columbia have achieved an increase in the percentage of
high school students earning a grade of 3 or higher in college-level AP
courses since 2000. . . .<br></div><br>The full report is available
at:<br><a href="http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/2006_ap-report-nation.pdf">http://www.collegeboard.com/prod_downloads/about/news_info/ap/2006/2006_<br>ap-report-nation.pdf</a><br><br><a href="#top">back to top</a><br><br><hr style="width: 100%; height: 2px;"><a name="nclb"></a><span style="font-weight: bold;">NCLB ENHANCING EDUCATION THROUGH
TECHNOLOGY REPORT</span><br><br><div style="text-align: justify;">The
State Educational Technology Directors Association has released its
third annual Trends Report on educational technology. In addition to
reporting trends on the NCLB Enhancing Education Through Technology
(EETT) program, the 2006 report also includes general state policy
trends in educational technology. The findings in the 2006 report are
based on surveys from 50 states and the District of Columbia. Seven
trends were reported across the first three years of the program. . . . <br></div><span style="font-weight: bold;"></span><br>To
see the full report, please go to:<br><a href="http://www.setda.org/resources/SETDA%20Nat%27l%20Trends%20Final%202006%2Epdf">http://www.setda.org/resources/SETDA%20Nat%27l%20Trends%20Final%202006%2Epdf</a><br><br>If
you would like a hard copy, please email <a href="mailto:info@setda.org">info@setda.org</a><br><br><a href="#top">back to top</a><br> <br><hr style="width: 100%; height: 2px;"><a name="library"></a><span style="font-weight: bold;">POWERFUL LIBRARIES MAKE POWERFUL
LEARNERS</span><br><br><div style="text-align: justify;">Keith
Curry Lance of the Library Research Service in Denver, Colorado is the
author of the study, "Powerful Libraries Make Powerful Learners: The
Study of Illinois School Libraries."<br><br>The report,
which
sampled 661 Illinois public elementary and secondary schools, compared
Illinois Standards Achievement Test (ISAT) and Prairie State
Achievement Examination (PSAE) scores with the presence of school
libraries and librarians. . . . <br></div><br>For more
information, including the executive summary, video, and fact sheets go
to:<br><a href="http://www.islma.org/news.htm">http://www.islma.org/news.htm</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="BOOST"></a><span style="font-weight: bold;">BOOSTING STUDENT ACHIEVEMENT: THE
IMPACT OF COMPREHENSIVE SCHOOL REFORM ON STUDENT ACHIEVEMENT</span><br><br>A
preliminary report is available at:<br><a href="http://www.crpe.org/hot/PDF/BookerGrossGoldhaberAEFA06.pdf">http://www.crpe.org/hot/PDF/BookerGrossGoldhaberAEFA06.pdf</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="BETTER"></a><span style="font-weight: bold;">NATIONAL BOARD TEACHERS NO BETTER
AT RAISING SCORES THAN OTHER EDUCATORS, LONG-AWAITED STUDY FINDS</span><br><br><div style="text-align: justify;">A
long-awaited study using North Carolina data concludes that Students of
teachers who hold certification from the National Board for
Professional Teaching Standards achieve, on average, no greater
academic progress than students of teachers without the special <br>status. . . .<br><br>Blog:
<a href="http://www.eduwonk.com/archives/2006_04_30_archive.html#114625479676112910">http://www.eduwonk.com/archives/2006_04_30_archive.html#114625479676112910</a><br></div><br><div style="text-align: justify;">The
board, which had commissioned the study, then posted an "overview" of
the research on its Web site last week, though officials there denied
the posting was prompted by Mr. Rotherham's blog entry. They said they
did not intend to provide a link to the full study.<br></div><br>Overview:
<a href="http://www.nbpts.org/research/archive_3.cfm?id=162">http://www.nbpts.org/research/archive_3.cfm?id=162<br></a><br><div style="text-align: justify;">The
overview is largely critical of the study, citing methodological
problems. For instance, the overview said the study lacked a sufficient
number of teachers.<br></div><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="young"></a><span style="font-weight: bold;">WHAT WORKS FOR YOUNG READERS?</span><br><br><div style="text-align: justify;">Carol
McDonald Connor, professor at Florida State University and research
faculty member for the Florida Center for Reading Research; Frederick
J. Morrison, developmental psychologist at the University of Michigan;
and Leslie E. Katch, graduate research assistant for Loyola University,
Chicago School of Social Work, share the International Reading
Association's 2006 Dina Feitelson Research Award for their article,
"Beyond the Reading Wars: Exploring the Effect of Child-Instruction
Interactions on Growth in Early Reading," published in <span style="font-style: italic;">Scientific
Studies of Reading</span>. . . . <br></div><br>For more information, please see:<br><a href="http://cela.albany.edu/publication/IRAResearch.pdf">http://cela.albany.edu/publication/IRAResearch.pdf</a><br>and<br><a href="http://cela.albany.edu/research/partnerB6.htm">http://cela.albany.edu/research/partnerB6.htm</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="similar"></a><span style="font-weight: bold;">HIGH SCHOOL GRADUATES NEED
SIMILAR MATH, READING SKILLS WHETHER ENTERING COLLEGE OR WORKFORCE
TRAINING PROGRAMS</span><br><br><div style="text-align: justify;">High
school students who plan to enter workforce training programs after
they graduate need academic skills similar to those needed by students
planning to enter college, according to a new study conducted by ACT.
The findings suggest that the math and reading skills needed to be
ready for success in workforce training programs are comparable to
those needed for success in the first year of college. . . . <br><br>View
the ACT report: <span style="font-style: italic;">Ready
for College and Ready for Work: Same or Different?</span><br></div><a href="http://www.act.org/path/policy/reports/workready.html">http://www.act.org/path/policy/reports/workready.html</a><br><br><a href="#top">back to top</a><br> <br><hr style="width: 100%; height: 2px;"><a name="mentor"></a><span style="font-weight: bold;">THE VALUE OF MENTORING AND
COACHING</span><br><br><div style="text-align: justify;">When
mentors are trained to do coaching, the impact of the coaching on the
mentors is as profound as it is on the new teachers. Mentors usually
choose to mentor for altruistic reasons: they want to help a rookie
have a less stressful beginning, they want to give back to the
profession, or they simply want to be a good neighbor. Mentors are
frequently surprised at how much they themselves gain, reporting that
the experience of promoting another's reflection enhances reflection on
their own practice. Some mentors continue to do peer coaching with
other mentors and colleagues after they are no longer mentors.
Reflection on practice, self-esteem, and new learning are just a few
rewards of mentoring. Regularly scheduled meetings also help to
alleviate the isolation teachers sometimes feel and enhance the sense
of the school as a community of learners.<br></div><br>To
see the complete article, please go to:<br><a href="http://www.mec.edu/mascd/docs/villani2.htm">http://www.mec.edu/mascd/docs/villani2.htm</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="CHEERLEADING"></a><span style="font-weight: bold;">IS CHEERLEADING, STUDENT
GOVERNMENT LIKELIEST PATH TO ELITE SCHOOL?</span><br><br><div style="text-align: justify;">Participation
in dance classes and music classes are associated with an increased
chance of a student pursuing a college degree, but art classes or
visits to the public library are not, according to recent research by
sociologists. . . . <br><br><a href="#top">back to top</a><br></div> <br><hr style="width: 100%; height: 2px;"><a name="RANDOM"></a><span style="font-weight: bold;">STUDY ENDORSES CALLING ON
STUDENTS RANDOMLY</span><br> <br><div style="text-align: justify;">It's
a feeling nearly everyone remembers experiencing at least once: sitting
in class unprepared, silently praying the teacher won't call your name.<br><br>For
those students, the days of quiet safety may be numbered. . . . <br><br><a href="#top">back to top</a><br></div> <br><hr style="width: 100%; height: 2px;"><a name="BLOCK"></a><span style="font-weight: bold;">BLOCK SCHEDULING DOES NOT HELP
HIGH SCHOOL STUDENTS PERFORM BETTER</span><br> <br><div style="text-align: justify;">Students
who had block scheduling enjoyed no advantage in college science
compared to peers who had traditional class schedules in high school,
according to Robert Tai, assistant professor of science education at
the University of Virginia's Curry School of Education. In fact, they
performed worse, he said. . . . <br><br><div style="text-align: left;">The April/May 2006 issue of the <span style="font-style: italic;">High
School Journal</span> is available online at:
<a href="http://muse.jhu.edu/journals/high_school_journal/toc/hsj89.4.html">http://muse.jhu.edu/journals/high_school_journal/toc/hsj89.4.html</a><br></div></div><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="LOOK"></a><span style="font-weight: bold;">A NEW LOOK AT PUBLIC AND PRIVATE
SCHOOLS: STUDENT BACKGROUND AND MATHEMATICS ACHIEVEMENT</span><br><br><span style="font-style: italic;">by
Sarah Theule Lubienski and Christopher Lubienski</span><br><br><div style="text-align: justify;">A
RECENT report of mathematics results from the National Assessment of
Educational Progress (NAEP) highlighted this "major finding":
"Public-school students scored lower on average than non-public-school
students at both grades 4 and 8." Of course, this finding is nothing
new. Indeed, it is part of the common wisdom in the United States that
private school students outscore public school students on standardized
tests. Furthermore, studies have suggested that this is true even when
researchers account for the fact that the enrollment at public schools
differs from the enrollment at private schools. . . . <br><br>To see the full
report, please go to:<br></div><a href="http://www.pdkintl.org/kappan/k_v86/k0505lub.htm">http://www.pdkintl.org/kappan/k_v86/k0505lub.htm</a><br><br><a href="#top">back to top</a> <br><br><hr style="width: 100%; height: 2px;"><a name="history"></a><span style="font-weight: bold;">IN STATE ACADEMIC STANDARDS,
WORLD HISTORY GETS LOST IN TRANSLATION</span><br><br><div style="text-align: justify;">A
new report by the Thomas B. Fordham Institute finds that at a time of
rapid globalization, most states don't even try to provide young
Americans with a solid grounding in world history. . . . <br><br></div>Complete
state and exam reviews, as well as the full text of the report, can be
found at <a href="http://www.edexcellence.net/foundation/publication/publication.cfm?id=356&CFID=6642400&CFTOKEN=76632561">http://www.edexcellence.net/foundation/publication/publication.cfm?id=356&CFID=<br>6642400&CFTOKEN=76632561</a></div><br>
<a href="#top">back to top</a><br><br><span style="font-weight: bold;"></span><hr style="width: 100%; height: 2px;"><div style="text-align: left;"><span style="font-weight: bold;"></span><span style="font-weight: bold;"></span><hr style="width: 100%; height: 2px;"><br><table style="left: 225px; background-color: rgb(28, 60, 123); width: 575px; height: 300px; text-align: left; margin-left: auto; margin-right: auto;" border="1" cellpadding="10" cellspacing="2"><tbody><tr><td style="background-color: rgb(255, 255, 204);"> <span style="font-weight: bold;"><a name="Free_Student"></a><span style="color: rgb(0, 102, 0);">FREE
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