This document describes the National Center for School Engagement's 21 ways to engage students in school. It also describes best practices for improving student attendance, achievement, and attachment.
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This research-based program for middle school students is designed to teach academic vocabulary in language arts, math, science, and social studies classes and build the reasoning and argumentation skills that are necessary for learning in all content areas.
A report that examines the reearch-based effectiveness of Read 180® as a literacy intervention program. The report states that no studies of READ 180 that fall within the scope of the Adolescent Literacy (AL) review protocol meet What Works Clearinghouse (WWC) evidence standards, but seven studies meet WWC evidence standards with reservations. The seven studies included 10,638 students, ranging from grade 4 to grade 9, who attended elementary, middle, and high schools in Arizona, California, Florida, New York, Ohio, Texas, and Virginia.
This handout identifies 15 elements of effective adolescent literacy programs.
This article discusses the importance of reading and the need to teach individuals how to become better readers.
National research has established that students who are chronically absent as early as kindergarten have lower achievement in later grades. To demonstrate that connection in New York City schools, the Campaign for Fiscal Equity reviewed the attendance records, state assessment scores and various demographic factors for fourth-graders attending New York City public schools in the 2007-08 school year. The study considered attendance in both third and fourth grades, and analyzed
other school and student factors that can weigh heavily on academic performance.
This report to the Carnegie Corporation of New York comes out of a meeting of a panel of five nationally known and respected educational researchers, with representatives of Carnegie Corporation of New York and the Alliance for Excellent Education, in spring 2004.
READ 180 is a comprehensive system of curriculum, instruction, assessment, and professional development to raise reading achievement for struggling readers in grades 4–12+. Designed for any student reading two or more years below grade-level, READ 180 leverages adaptive technology to individualize instruction for students and provide powerful data for differentiation to teachers.
This article considers the practical, conceptual, and empirical foundations of an early identification and intervention system for middle-grades schools to combat student disengagement and increase graduation rates in our nation’s cities. Many students in urban schools become disengaged at the start of the middle grades, which greatly reduces the odds that they will eventually graduate.
This newsletter highlights five strategies for monitoring reading comprehension: 1) following the inner conversation, 2) noticing when we stray from the inner conversation, 3) knowing when you know and knowing when you don’t know, 4) noticing and exploring thinking, 5) read, write, and talk.
This report by details the efforts undertaken by the task force to combat chronic absenteeism in New York City between 2010 and 2013. It examines the extent and nature of chronic absenteeism in New York City in schools with above average rates of chronic absenteeism. It investigates the impact of entering and exiting chronic absenteeism on academic outcomes. Finally, it examines the impact of the task force’s chronic absenteeism prevention and intervention programs on reducing chronic absenteeism and increasing school attendance – and what that means for other cities.
This report offers a first school-level look at how early warning systems are being implemented. The research team visited middle and high schools in cities across the country to observe how they are using EWIs to monitor and respond to student needs.
This handout presents instructional alignment as the important part of the teacher’s role to make sure there is alignment between the curriculum, instruction, and assessment.
This case study is a dissertation submitted to the Department of Educational Leadership, School Counseling, and Sports Management in partial fulfillment for the degree of Doctor of Educational Leadership University of North Florida College of Education. The case study used Duval County Public Schools (DCPS) archival data to analyze the effects of a double-block of reading instruction using the READ 180 program for students who score lower than grade level (Level 2) on the FCAT. An analysis of the data was used to determine if this type of intervention is effective.