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Research and
Reports
2007 Reports
Creating an Environment
of Change: Five Case Studies of Achieving Family Friendly Schools
The Family: America’s Smallest School
Overview: Families play a critical role in the education of their children. This report highlights some of the important family characteristics and home conditions that research has found makes a significant difference in children’s cognitive development and school achievement. Statistics and findings are provided from many sources including: research studies, national census and data bases, and international surveys.
Improving the Odds: Preparing
Washington Students for Family Wages Jobs:
A high school diploma is not longer
sufficient to ensure a family-wage job in the state of Washington.
Employers increasingly expect post-secondary education or training.
This report uses data and
research specific to Washington State to build the case that getting
an education beyond high school will improve a student’s chances of
earning a wage that will support a family. This presents a challenge
to many students, because earning a high school diploma in today’s
public K-12 system does not necessarily mean that a student is
eligible or prepared for college. The report outlines the costs of
this misalignment in the state’s education system and provides
recommendations to ensure all students get the knowledge and skills
they need to compete for family-wage jobs.
The Challenges of Change: Learning
from the Child Care and Early Education Experiences of Immigrant
Families
Overview:
Children from immigrant families are
the fastest growing group of children in the United States -- with
more than five million or 22 percent of all children under the age
of six. Children of immigrants are more likely than children of
U.S. born citizens to face economic hardships and significant
barriers to healthy development. High quality early education
programs have the potential to address issues of school readiness
and English language acquisition, which can help children and their
immigrant families to succeed in school and participate more fully
in American society.
Family and
Community Involvement: Achievement Effects
Overview: This report looks at the progress of a five-year,
longitudinal study of the effects of the National Network of
Partnership Schools (NNPS) intervention model to increase and
improve family and community involvement to support student
achievement in reading, math and science. The Main Study includes a
sample of 50 districts and 400 schools, including elementary, middle
and high schools in urban, suburban and rural communities across the
United States. This study focuses on the effects of district
policies and leadership on the quality of school programs and
practices of family and community involvement, and the contribution
of school, family and community partnerships to student achievement.
Teaching Math in
Washington’s High Schools: Insights from a Survey of Teachers in
High Performing or Improving Schools
Overview:
This study gives information about teaching mathematics in
Washington’s high schools including: teachers’ views of their
content knowledge, their instructional strategies, and the role that
schools and districts play in helping them improve their
instruction. Ninety high schools with approximately 700 math
teachers were selected for the study based on showing steady
improvement or strong performance on the 10th grade
Washington Assessment of Student Learning (mathematics) over time.
Strengthening Policies to
Support Children, Youth and Families Who Experience Trauma
Overview: Trauma
exposure among children and youth is associated with lifelong
health, mental health and related problems which can interfere with
effective learning. The impact of trauma can be mitigated by
developing a support system that is trauma-informed,
prevention-oriented and focused on improving the mental health of
children, youth and their families.
Engaging Parents in Education: Lessons
From Five PIRCs
Overview: This is the second publication in the latest Innovations
in Education series, which identifies innovative and successful education
programs across the country that are closing the achievement gap. Five Parental
Information and Resource Centers (PIRCs) from across the country are profiled.
Literacy in Everyday Life:
Results From the 2003 National Assessment of
Adult Literacy
Overview: This April 2007 report by the National Center for Education
Statistics assessed the English literacy skills of a
nationally representative sample of more than 19,000 U.S. adults (age 16 and
older) residing in households and prisons. NAAL is the first national assessment
of adult literacy since the 1992 National Adult Literacy Survey.
Timing and Duration of Student
Participation in Special Education in the Primary Grades
Overview: This Issue Brief from March 2007 reports the timing of entry into
special education and the number of grades in which students receive
special education across the primary grades. About 12 percent of
students receive special education in at least one of the grades:
kindergarten, first, and third grade, including 16 percent of boys,
8 percent of girls, 18 percent of poor children, and 10 percent of nonpoor children. One in three students who receive special
education in early grades, first receive special education in
kindergarten.
America's High School Graduates: 2005 High School Transcript Study
Overview: This February 2007 report by the National Center for Education Statistics presents information about the types of courses 2005 high school graduates took during high school, how many credits they earned, and the grades they received. Information on the relationships between high school records and performance in mathematics and science on the National Assessment of Educational Progress (NAEP) is also included.
10th Grade WASL in Spring 2006: How Individual Student Characteristics Are Associated With Performance
Overview: This February 2007 report by Washington State Institute for Public Policy describes how performance on the 10th-grade WASL in spring 2006 varied by student characteristics.
On the Clock: Rethinking the Way Schools Use Time
Overview: This January 2007 report examines both the educational and political dimensions of
time reform. It presents the findings of a wide range of research on time
reform, discusses the impact of various time reforms on the life of schools and
beyond, and makes recommendations for policymakers about how to best leverage
time in and out of school to improve student achievement.
Textbook Alignment With Washington State Learning Standards: Summary of OSPI’s Review
Overview: This January 2007 report by the Washington State Institute for Public Policy summarizes an examination of reading and mathematics textbook alignment commissioned by the Office of Superintendent of Public Instruction in 2005 and 2006.
Immigrant Secondary Students in Washington State: Population Trends and High School Diploma Programs
Overview:This January 2007 report Washington State Institute for Public Policy is an analysis of the availability, services, and effectiveness of programs in community and technical colleges that serve the educational needs of recent immigrant students who are not proficient in English and who are or have been enrolled in high school but have not met graduation requirements." This review provides information about immigrant student population trends, special challenges, and academic outcomes, as well as a description of available programs in Washington and other states.
2006 Reports
Moving Forward:
What Have We Learned to Improve Programs of School, Family, and
Community Partnerships?
Overview: How can all
families become involved in their children’s education in ways that
contribute to student success? Epstein and Sheldon have identified
seven principles that have emerged from research to answer this
question. These principles are intended to support further research
and to help educators, parents and community partners work together
better to support student success.
Funding Gaps 2006
Overview:This December 2006 by The Education Trust report documents the fact that poorer states receive less in education funding, while poorer districts within states receive lower funding, and that poorer schools within districts are under-funded.
10th Grade WASL in Spring 2006: Results by Race and Ethnicity (Revised)
Overview:This November 2006 report by the State Institute for Public Policy summarizes results of the 10th-grade WASL in spring 2006 by the racial/ethnic characteristics of students.
How Different Base Populations Affect WASL Results
Overview:This November 2006 report by the Washington State Institute for Public Policy considers how different methods of calculating the "met standard" rate affect the Washington Assessment of Student Learning (WASL) results.
National Indian Education Study, Part II
Overview: A national survey conducted by the National Center for Education Statistics in 2005 and released in October 2006 that examined the educational experiences of American Indian/Alaska Native students in grades 4 and 8, with particular emphasis on the impact and role of native language and culture. Students, their teachers, and principals of the school from which the students were selected participated in the survey.
It Takes a Parent: Transforming Education in the Wake of the No Child Left Behind Act
Overview:The September 2006 report "It Takes A Parent" by Appleseed is based on research involving 18 school districts in six states and focuses on the quality of information given to parents by schools.
The High Schools We Need: Improving an American Institution
Overview:This May 2006 report conducted by Office of the Superintendent of Public Instruction provides a comprehensive look at high school reform based on research and professional literature. It describes the characteristics of high schools we have and need and suggests strategies and models for improving them. Examples of schools and districts in Washington are highlighted.
Helping Students Finish School: Why Students Drop Out and How to Help Them Graduate
Overview:This updated May 2006 report conducted by the Office of the Superintendent of Public Instruction examines the multi-faceted issues related to dropping out and suggests actions to improve schools and help students complete their education. Specifically, it summarizes the research and professional literature in order to answer the following questions: Who is a dropout? How many students drop out of school in the U.S. and in Washington State? Who drops out of schools and why? What can be done to reduce the number of dropouts?
2002 Reports
A
New Wave of Evidence: The Impact of School, Family, and
Community Connections on Student Achievement
Overview: This
research synthesis of 51 research studies published from 1995 to
2002, examines the impact of different family and community
connections on student achievement. The synthesis shows that
for parent involvement to have an impact on achievement, schools
must link parent activities to student learning goals and be
respectful of differences among families.
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