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This report builds upon a series of National Center for Education Statistics reports on high school dropout and completion rates that began in 1988.
Using data from the final two rounds of the ECLS-B, a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten.
This second in a series of briefs on the Fresno-Long Beach Learning Partnership focuses on the leadership practices of Fresno Unified Superintendent Michael Hanson and Long Beach Unified Superintendent Christopher Steinhauser and the ways in which their partnership strengthens the strategies they employ.
The ultimate goal of this study was to help educators and policymakers better understand the conditions that contribute to the effective implementation of focused, intensive interventions for struggling readers, especially in large urban districts where managing interventions for a large number of struggling readers can be particularly challenging.
Over 200 nationally recognized leaders from academia, corporations, government and the media will examine the research, policy, and practices that have emerged to transform and strengthen teaching and learning through the effective use of technology on November 15-16, 2010 at the National Center for Technology Innovation’s (NCTI) Technology Innovators Conference.
International Benchmarking: State Education Performance Standards provides policymakers international benchmarks against which they can compare and monitor the educational performance of students.
Nationally, only about 60 percent of students graduate from four-year colleges and universities within six years. According to an analysis by AIR vice president Mark Schneider, more than $9 billion was spent by state and federal governments to support students at four-year colleges and universities who left school before their sophomore year during a five-year period.
Most research and practice in second language learning supports the theory that literacy in one language assists literacy development in another language.