Wednesday, September 29, 2010

Baltimore Schools, Teachers Union to End Linking Pay to Years of Employment

Race to Top Assessment Consortia Get More Money

Monday, September 27, 2010

Fine Print: Senate Bill 2261
Proposed legislation would meld New Jersey’s nearly 600 school districts into 21 county-administered ones. More here.

Saturday, September 25, 2010

Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5

Friday, September 24, 2010

62 TIF Winners Share $442M for Performance Pay

Even though research has shown its ineffectiveness.

Wednesday, September 22, 2010

Merit Pay Found to Have Little Effect on Achievement

Tuesday, September 21, 2010

2010 EduJobs Money

A complete list of which districts received how much federal money can be found here.

Core-Plus Mathematics is a four-year curriculum that replaces the traditional sequence with courses that each feature interwoven strands of algebra and functions, statistics and probability, geometry and trigonometry, and discrete mathematics. The first three courses in the series provide a common core of broadly useful mathematics, while the fourth continues the preparation of students for college mathematics and statistics courses. The curriculum emphasizes mathematical modeling, using technology to emphasize reasoning with multiple representations (verbal, numerical, graphical, and symbolic) and to focus on goals in which mathematical thinking and problem solving are central. Instructional materials promote active learning and teaching centered around collaborative small-group investigations of problem situations, followed by teacher-led whole-class summarizing activities that lead to analysis, abstraction, and further application of underlying mathematical ideas.

Research

One study of Core-Plus Mathematics that falls within the scope of the High School Mathematics review protocol meets What Works Clearinghouse (WWC) evidence standards with reservations. The one study included 1,050 high school students in 11 schools in multiple states.
Based on the one study, the WWC considers the extent of evidence for Core-Plus Mathematics on high school students to be small for math achievement.

Effectiveness

Core-Plus Mathematics was found to have potentially positive effects on mathematics achievement for high school students.

Monday, September 20, 2010

Standards' Impact for Special Ed. is Weighed

Saturday, September 18, 2010

Why School Reform Fails

Wednesday, September 15, 2010

State Tests and NAEP Gains Seen on Same Trajectory

Tuesday, September 14, 2010

Everyday Mathematics

One study of Everyday Mathematics^® that falls within the scope of the Elementary School Math review protocol meets What Works Clearinghouse (WWC) evidence standards with reservations. The study included 3,436 elementary students in third through fifth grades in a large urban school district in Texas. The district used the first edition of Everyday Mathematics. Based on this study, the WWC considers the extent of evidence for Everyday Mathematics^® on elementary students to be small for math achievement. Everyday Mathematics^® was found to have potentially positive effects on math achievement for elementary students.

Monday, September 13, 2010

Few Changes on SAT Posted by Class of 2010

Pa. Districts Consider Longer School Day, Year

Thursday, September 9, 2010

Vouchers

WWC Quick Review of the Report "The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report"

The authors found no significant differences between math and reading achievement of students who used a voucher to attend private school and comparison students from Milwaukee Public Schools.