The Wisconsin Department of Public Instruction contracted with AIR to provide a comprehensive evaluation of its Culturally Responsive Education for All: Training and Enhancement (CREATE) initiative during its first three years of implementation. AIR employed a qualitative case study design to assess program implementation and to determine the effect participation in ...
School violence can lead to a disruptive and threatening environment, physical injury, and emotional stress, all of which can be obstacles to student achievement (Elliott, Hamburg, and Williams 1998). Educators have responded to the perceived threat of school violence by implementing programs designed to prevent, deter, and respond to the potential for violence in schools (Peterson, ...
These reports present key findings on crime and violence in U.S. public schools, using data from the School Survey on Crime and Safety (SSOCS). SSOCS provides information about school crime-related topics from the school’s perspective, asking public school principals to report the frequency of violent incidents, such as physical attacks, ...
This report provides estimates of student victimization and characteristics of victims and nonvictims using data from the 2005 National Crime Victimization Survey Basic Screen Questionnaire, the NCVS Crime Incident Report, and the School Crime Supplement to the NCVS.
This report found that absences, course failures, course credits and GPA all can be used to accurately predict whether ninth-graders with disabilities will graduate from high school. Identifying these early warning indicators is especially crucial for students with disabilities, who drop out of high school at alarming rates. ...
The purpose of this report is to begin a program of research to allow us to better understand how Student Connection constructs related to other educational quality indicators, and how they can be used for school performance management.
This paper, presented at Forgotten Americans: The Future of Support for Older Low-Income Adults, examines health and income security issues among older Americans.
This report, authored by Helen Duffy of the National High School Center, provides an in-depth look at the implementation and structural issues, as well as the needed support required to successfully institute Response to Intervention (RTI) at the secondary school level.
The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
An extensive compilation of the questions asked at the National Center on Student Progress Monitoring's first Summer Institute about Curriculum Based Measurement, as well as others that may be helpful.