June 27, 2018
Four Domains for Rapid School Improvement: An Implementation Framework
The National Implementation Research Network (NIRN) and the National Center for School Turnaround published the “Four Domains for Rapid School Improvement: An Implementation Framework” as a companion to the Center for School Turnaround’s publication of “The Four Domains for Rapid School Improvement: A Systems Framework“. This paper describes “how” to effectively implement lasting school improvement initiatives that maximize leadership, develop talent, amplify instructional transformation, and shift the culture.
Citation:Jackson, K., R., Fixsen, D., and Ward, C. (2018). Four Domains for Rapid School Improvement: An Implementation Framework. The Center on School Turnaround.
March 24, 2017
Endrew F., A Minor, By And Through His Parents And Next Friends, Joseph F. Et Al. V. Douglas County School District
The U.S. Supreme Court ruled unanimously on March 22, 2017 that the Individuals with Disabilities Education Act (IDEA) requires schools to provide education programs that enable students to make progress from year to year. Delivering the opinion for the Court, Chief Justice Roberts wrote that an education program must be “reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” This ruling does not require an ideal individualized education program (IEP), but it does charge schools to provide services that will enable a student to make progress achieving passing marks and advancing from grade to grade. Roberts also wrote that for a child for whom a regular classroom is not appropriate, an education program must be “appropriately ambitious in light of his circumstances.” This overturns the previous lower standard. The ruling continued, “But whatever else can be said about it, this standard is markedly more demanding than the ‘merely more than de minimis’ test applied by the Tenth Circuit.”
January 3, 2017
Great Myths Of Child Development
Great Myths of Child Development reveals the latest evidence–based science behind the myths and misconceptions about the developing child. The book challenges the most commonly held child development myths. It provides the best available evidence science behind such topical issues as sugar and behavior, antidepressants impact on children, childhood vaccines, spankings, time–out, and children crying before bedtime.
Hupp, S., & Jewell, J. (2015). Great myths of child development. John Wiley & Sons.
November 4, 2015
The National Council on Teacher Quality released its “State of the States 2015: Evaluating Teaching, Leading and Learning,” which provides a lay of the land on state teacher and principal evaluation policy in 2015. Read More…
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…
March 10, 2014
The College Board announced a major revision of the SAT college admission test. The redesigned SAT will no longer require an essay, place less emphasis on certain vocabulary, as well as return to the 1600-point scoring scale. This is the second major revision of the SAT in its 88-year history. The College Board’s refurbishment of the SAT is intended to provide greater opportunities for students from lower socio-economic backgrounds. The College Board is also taking on the test-preparation industry that sells materials and courses at high costs to help students raise their scores. The College Board will offer free online tutorials to help students train for the SAT.
February 29, 2012
A study published in the Eastern Economic Journal examines the importance of sleep and standardized test scores. The study, Sleep and Student Achievement, authored by Eric R Eide and Mark H Showalter also looked at the issue of how sleep and student performance changes with age.
The results show a statistically significant relationship between sleep and test scores for students across the United States aged 10 to 19. They determined age-adjusted sleep patterns that are associated with maximum test scores. The results show a significant relationship with the most beneficial amount of time varying by age. This ranged from 9-9.5 hours for 10-year-olds to 7 hours for 16-year-olds.
This study offers important guidance to parents on assuring their children have the optimum sleep to perform well on tests. The fact that standardized tests play an increasingly important role in a persons success in elementary, high school, college, as well as influence life long financial success makes it especially important that parents pay attention to the amount of sleep their children receive.
November 15, 2011
Impact of Single-Sex Schools in Question
A recently published report in the September 2011 issue of the journal Science, questions the effectiveness of Singe-Sex education for improving student Read More…