This handout identifies 15 elements of effective adolescent literacy programs.
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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.
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 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.
A growing body of research documents how many youngsters are chronically absent, meaning they miss 10 percent or more of the school year due to excused or unexcused absences. The research also shows how these missed days as early as preschool translate into weaker reading skills. The research findings make a clear case for engaging families to reduce chronic absenteeism.
This report takes a look at the role that attendance may play as a predictor of student success. Analyses were conducted to investigate the following
questions: 1) How does attendance in early grades (kindergarten and first grade) relate to third grade performance? 2) Does the association between attendance and later outcomes depend on the readiness skills that students possess when they enter kindergarten?