December 6, 2016
Corporal Punishment in U.S. Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy
Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.
Gershoff, E. T., & Font, S. A. (2016). Corporal Punishment in US Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report, 30(1).
December 5, 2016
Impact of North Carolina’s Early Childhood Programs and Policies on Educational Outcomes in Elementary School
A recent study, attempts to answer this question by examining the effects of two North Carolina early-childhood programs on students’ educational outcomes in elementary school. This study looked at the impact of state funding allocations to programs in each of 100 counties across 13 consecutive years in South Carolina. These findings indicate that North Carolina’s investment in early childhood programs is associated with improved educational outcomes for students in terms of math and reading scores, reductions in special education rates, and diminished incidence of grade retention. Importantly, these effects don’t appear to fade during the elementary grades.
Dodge, K. A., Bai, Y., Ladd, H. F., & Muschkin, C. G. (2016). Impact of North Carolina’s Early Childhood Programs and Policies on Educational Outcomes in Elementary School. Child
July 11, 2016
Accountability measures for special education impacted by calculation methods.- Download the report
December 18, 2014
This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Read More…
December 18, 2014
Hans Rosling, a Swedish medical doctor, academic, statistician and public speaker, has a particular talent for presenting data in a way that effectively tells a story that links critical issues in economic development, agriculture, poverty, Read More…
December 15, 2014
In a recent article in The New Yorker, James Surowiecki makes the argument that high performance coaching for athletes and classical musicians has become the standard for these professions and posits that it should be for educators as well. His position is that coaching is the best way to assure that teachers know the right things to do and continue to do them.
Surowiecki, J. (Nov. 10, 2014) Better all the time. The New Yorker.
November 10, 2014
The story of delayed gratification and its impact on socially important outcomes is told by the psychologist Walter Mischel in his newly published book, The Marshmallow Test: Read More…
October 2, 2014
West Ed has a new wed site to support educators cope with the demand for providing effective instruction under the guidelines of Common Core. Read More…
September 25, 2014
This op-ed piece by Daniel Willingham examines recent research conducted by Roland Fryer. The study, Injecting Charter School Best Practices into Traditional Public Schools: Evidence from Field Experiments, reviews attempts to implement in public schools the lessons that Fryer learned about what makes effective charter schools (Dobbie & Fryer, 2011). The study concluded that the interventions did not produce significant improvement in student performance.
Willingham’s article makes several very critical observations. The first is the importance of disseminating results of studies that fail to produce the projected effects. This is fundamental to a vibrant evidence-based model of education: understanding what works and, equally important, what does not work. Unfortunately, educators and universities do not place the same value on negative results as on positive results. Willingham makes this point when he asks the critical questions, what went wrong and why did the study fail to arrive at the hypothesized results? Too often, educators reject a practice out of hand as a consequence of a particular study when the important lesson might lie elsewhere, perhaps in a poorly designed practice or a failure to implement the practice as designed.
July 8, 2014
The Impact of Behavior Skill Training and Coaching on Implementation of Practices
The results of last year’s Wing Institute’s 2013 research grant are now available on our web site. Mary Sawyer submitted the selected study that examines the Read More…