Your search found 166123 results.

Descriptors:
Ethnicity; Racial Factors; Academic Achievement; Young Children; White Students; Racial Composition; Ethnic Groups; Student Diversity; Social Development; Emotional Development; Elementary School Students; Kindergarten; Longitudinal Studies; Correlation; Peer Influence; Asian American Students; African American Students; Hispanic American Students; Socioeconomic Influences; Parent Influence; Educational Attainment; Geographic Location; Diversity (Faculty)

Abstract:
This study attempted to untangle how two dimensions of school racial/ethnic composition--racial/ethnic diversity of the student body and racial/ethnic matching between children and their peers--were related to socioemotional and academic development after the transition into elementary school. Analysis of the Early Childhood Longitudinal Study-Kindergarten Cohort revealed that school racial/ethnic composition was more strongly associated with children's academic, as opposed to socioemotional, outcomes. Students had higher achievement test scores in more diverse schools, especially when they also had more same-race/ethnicity peers in these diverse schools. These patterns were particularly strong for White students. Having more school peers of the same race/ethnicity, regardless of the overall level of diversity in the school, was associated with positive socioemotional development. (Contains 3 tables, 1 figure, and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Program Effectiveness; Preschool Children; Kindergarten; Preschool Education; Elementary School Students; Achievement Gap; Disadvantaged Youth; School Districts; Public Schools; Program Improvement; Educational Quality; Program Implementation; Low Income Groups; Teacher Certification; Longitudinal Studies; Partnerships in Education; Followup Studies; Language Arts; Literacy; Mathematics Achievement; Reading Achievement; Science Achievement

Abstract:
New Jersey's Abbott Preschool program is of broad national and international interest because the Abbott program provides a model for building a high-quality system of universal pre-K through public-private partnerships that transform the existing system. The program offers high-quality pre-K to all children in 31 New Jersey communities with high levels of poverty and about a quarter of the state's children. The Abbott Preschool Program Longitudinal Effects Study (APPLES) assesses the impact of this pre-K program on children's learning and development based on a cohort of children who completed their 4-year-old year in 2004-05. APPLES previously estimated the impacts of Abbott pre-K at kindergarten entry and second grade follow-up. The 4th and 5th grade APPLES follow-up finds that Abbott preschool programs increased achievement in Language Arts and Literacy, Math, and Science. The authors' estimates indicate that two-years of pre-K beginning at age 3 had larger persistent effects on achievement than did one year of pre-K. (Contains 2 figures and 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
High Schools; School Restructuring; Graduation Rate; Dropout Rate; Community Involvement; Academic Achievement; Grants; School Community Relationship; Academic Persistence; Family Involvement; Family School Relationship; Holistic Approach; Empowerment; Parent Participation; Cooperative Planning; Student Needs; Innovation; Poverty; At Risk Students; Barriers; Attendance Patterns; Access to Information; Standardized Tests; Academic Failure; Student Diversity; Scores

Abstract:
Graduation and dropout rates are the center of the conversation about high school reform, with President Obama and the U.S. Department of Education leading the charge to boost high school and college graduation rates among our nation's students in the next ten years. Recognizing the need for a comprehensive approach to keeping teens in school and successfully completing high school, the AT&T Foundation awarded the United Way Worldwide (UWW) a grant to start a new initiative--"Family Engagement for High School Success". The goal of this grant was to identify promising family engagement strategies with a strong likelihood of raising high school graduation rates, and to share that information with communities around the country. Together with Harvard Family Research Project, UWW worked with local United Way chapters across the country to develop plans for high school success. The planning process made possible by this initiative was innovative and unique. It helped strengthen schools' and communities' action plans by emphasizing a holistic view of students in which families supported and advocated for their successful journey to high school graduation. By adopting an outcome-focused approach and using local data, local United Way sites designed different models of family engagement that removed barriers and built stronger connections between families, schools, and communities. The process also engaged school and community partners for buy-in, as well as empowered parents and students to take an active role in planning so that strategies would address their real needs and interests. This was the first time in these communities that all stakeholders participated in developing strategies to boost high school graduation rates, which resulted in action plans that had true potential for success. In all, 15 United Way chapters and their surrounding communities participated in the planning process, and 8 of them are implementing their plans beginning in the 2010-2011 academic year. This report profiles eight of the sites, highlighting: (1) Family, school, and community participation in this planning process; (2) Innovative approaches and strategies to enhance family and community engagement and improve student outcomes; (3) Early successes that emerged during the planning phase; and (4) The identification of measurable outcomes for year one (end of the focal students' 9th grade year) and year four (end of the focal students' 12th grade year). [This paper was prepared for the United Way Worldwide Family Engagement High School Success Initiative with support from AT&T.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Rural Areas; Rural Education; Consultation Programs; Rural Schools; Geographic Isolation; Parent Teacher Cooperation; Consultants; Poverty; Educational Resources; Parent Background; Educational Attainment; Student Needs; Partnerships in Education; Case Studies; Parent Participation; Measures (Individuals); Rating Scales; Parents; Elementary School Students; Elementary School Teachers; Program Effectiveness; Student Behavior; Family School Relationship; Intervention

Abstract:
Families in rural communities are often poorly connected to schools due to challenges associated with geographic isolation, poverty, inexperienced staff, inadequate resources, scheduling challenges, and low parental education. This creates problems with the access, availability, and acceptability of services. Teachers in rural schools often have to extend their responsibilities to meet student's behavioral needs, and report feeling ill-equipped to provide focused services to students with learning and behavior concerns. Parents are essential partners for meeting the needs of students in rural schools; cross-system interventions in rural communities may be particularly beneficial for children, parents, and teachers. "Conjoint behavioral consultation" (CBC; Sheridan & Kratochwill, 2008) may address barriers and create meaningful partnerships between rural parents and teachers. In CBC: (1) Parents and teachers serve as joint consultees; (2) Problems are identified, defined, analyzed, and treated through mutual and collaborative parent-teacher interactions with the assistance of a consultant; and (3) Partnerships are formed, creating opportunities for families and schools to work together around a common interest and build upon strengths of family members and school personnel. The efficacy of CBC in settings where specialized consultation services are sparse (i.e., rural schools), and where students, families and schools are characteristically distinctive, has not been explored. This study investigates the preliminary effects of CBC on decreasing problematic behaviors for rural students at home and school. It also explores unique aspects of individual case studies and discerns elements of the rural experience that may influence CBC implementation and uptake. (Contains 2 figures and 3 tables.) [This paper was presented originally by the authors at the 2012 annual meeting of the American Psychological Association.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Cohort Analysis; Longitudinal Studies; Student Attitudes; Student Characteristics; Predictor Variables; Literacy; Language Skills; Socioeconomic Background; School Attitudes; Family Characteristics; Family Environment; Homework; Educational Policy; Parent Participation; Parents as Teachers; Academic Achievement; Elementary School Students; Mothers; Parent Student Relationship; Early Experience; Reading Habits; Statistical Analysis; Questionnaires; Factor Analysis; Predictive Measurement

Abstract:
Using a UK representative sample from the Millennium Cohort Study, the present study examined the unique and cumulative contribution of children's characteristics and attitudes to school, home learning environment and family's socio-economic background to children's language and literacy at the end of Key Stage 1 (age seven-years-old). Consistently with previous studies, the findings showed that family's socio-economic background made a substantive contribution to teacher-rated language and literacy. Moreover, children's characteristics and attitudes to school as well as certain aspects of the home learning environment explained a significant amount of variance in language and literacy. Homework support and book reading, however, were not found to associate with children's language and literacy outcomes, despite a high percentage of parents being involved with home learning support routinely. These findings are likely to contribute to debates regarding the role of home learning in reducing underachievement, drawing important implications for family policy. (Contains 6 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Family Involvement; Acculturation; Depression (Psychology); Immigrants; Symptoms (Individual Disorders); Family Influence; Hispanic Americans; Correlation; Longitudinal Studies; Social Influences; Children; Early Adolescents; Factor Analysis; Check Lists; Language Proficiency; English (Second Language); Socioeconomic Status; Secondary School Students; Elementary School Students; Low Income Groups; Parents; Educational Attainment; Gender Differences; Employment Level

Abstract:
Although the relationship between varying levels of acculturation and depressive symptoms has been established among Latino(a) youth, the positive role of family involvement in relation to depressive symptoms among immigrant Latino(a) families has been studied less. This study draws on a sample of first-generation Latino(a) youth from the Longitudinal Immigrant Student Adaptation Study and explores the relationship between acculturation levels and depressive symptoms, as well as the protective role of family involvement. Although results do not support a relationship between acculturation and depressive symptoms, family involvement was significantly associated with lower depressive symptoms while taking important sociodemographic variables into consideration. Research and practice implications with Latino(a) immigrant families are discussed. (Contains 1 table.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Tests; Elementary School Students; Numeracy; Foreign Countries; Child Health; Lighting; Educational History; Socioeconomic Status; Literacy; Developing Nations; Educational Attainment; Low Achievement; Nutrition; Attendance; Childrens Literature; Family Environment; Educational Policy

Abstract:
One of the eight Millennium Development Goals is that all children in developing countries should complete primary education. Much progress has been made toward this goal, but completing primary school does not ensure that students attain basic literacy and numeracy skills. Indeed, there is ample evidence that many children in developing countries are not learning these basic skills. This raises the question: What can schools and communities do to increase the learning that takes place in schools? Sri Lanka exemplifies these issues. It has achieved universal primary completion, but many Sri Lankan primary school students perform poorly on academic tests. This paper uses unusually rich data from Sri Lanka to investigate the determinants of academic performance, as measured by achievement tests, of Grade 4 students. At the child and household level, educated parents, better nutrition, high daily attendance, enrollment in private tutoring classes, exercise books, electric lighting, and children's books at home all appear to increase learning, while hearing problems have a strong negative effect. Among school variables, principals' and teachers' years of experience, collaborating with other schools in a "school family," and meetings between parents and teachers all appear to have positive impacts on students' scores. Estimates that exclude some of the variables available in the unusually rich data yield different results, which suggests that results based on less complete data are likely to suffer from omitted variable bias. A final section provides recommendations for education policies in Sri Lanka. (Contains 10 tables and 21 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); School Districts; Community Resources; School Community Programs; Community Schools; Low Income Groups; Social Services; Agency Cooperation; Youth Programs; Partnerships in Education; At Risk Students; Holistic Approach; Language Skills; Scores; Student Attitudes; Elementary School Students; Middle School Students; Family Involvement; Family Programs; After School Programs; School Counseling; Parent Education; Volunteers; Family School Relationship

Abstract:
In a nation where 42 percent of children live in low-income families, too many schools face the challenge of teaching students burdened with unmet needs that pose obstacles to learning. Community schools that align schools and community resources are a promising strategy for improving student outcomes by providing wraparound services that meet the social, physical, cognitive, and economic needs of both students and families. And while much of the current literature on community schools focuses on highlighting policies and practices to support the implementation of community school models, very little research examines how community schools affect student outcomes. Since 2007, the John W. Gardner Center for Youth and Their Communities (JGC) at Stanford University has partnered with the Redwood City School District (RCSD) in Redwood City, California, south of San Francisco, to conduct research on participation and outcomes for students in the Redwood City School District's community schools. This local initiative includes five community schools, with students in grades K through 8, that provided more than 250 programs, services, and events in the 2010-11 school year. The purpose of this paper is to provide an in-depth analysis of one district's community schools using quantitative data to show how students and families use services at these schools and how those services work together to positively affect student outcomes. The main findings from this analysis are: (1) Supplemental programs provided at Redwood City School District community schools reached more than 70 percent of the students enrolled at those schools; (2) English learner students with consistent program participation over time showed gains in English language development scores; and (3) Community school programs were linked to positive attitudes about school for middle school students. This report, by focusing on the experience of the Redwood City School District, seeks to inform community school efforts in other parts of the country with insights into potential ways that community schools interact with students and families to improve student outcomes. Community school results framework mapped to indicators and potential data sources is appended. (Contains 7 figures and 36 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Literature Reviews; Rural Schools; Family School Relationship; Educational Experience; Family Involvement; Parent Participation; Academic Achievement; Context Effect; Outcomes of Education; Educational Research; Parents; Secondary School Teachers; Elementary School Teachers; Elementary School Students; Secondary School Students

Abstract:
Parental participation and cooperation in children's educational experiences is positively related to important student outcomes. It is becoming increasingly evident that context is a significant factor in understanding academic achievement, and the setting in which a child, family, and school is situated is among the salient contexts influencing performance. Although the family-school partnership research literature has increased over recent decades, it has been conducted primarily in urban and suburban settings. The goals of this paper are to (a) review the empirical literature on family involvement and family-school partnerships in rural schools, (b) provide a synthesis of the state of the science, and (c) point to a research agenda in this area. Eighteen studies were identified that met the criteria for this review. A critique of the research methods and analytical approaches is provided, along with a call for more research on the topic of family-school partnerships in rural settings, including rigorous and systematic studies pertaining to the effects of family-school involvement and partnerships in rural schools. (Contains 1 table and 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; School Schedules; Elementary School Students; Secondary School Students; Numeracy; Foreign Countries; Mixed Methods Research; Literacy; Longitudinal Studies; Educational Change; Socioeconomic Status; Principals; Leaders; Coaching (Performance)

Abstract:
The phenomenon of summer slide or setback has gained a great deal of attention in the USA. It is understood to account for as much as 80% of the difference in achievement for students between low and high socio-economic families over their elementary schooling. In a mixed method longitudinal study of reforms in low socio-economic school communities in Victoria, Australia this phenomenon in the achievement growth of primary and secondary school students for both literacy and numeracy was identified. The longitudinal analysis of achievement data revealed decelerated growth during Terms 4 and 1, the spring and summer months in the Australian school calendar. In this article we present these findings and the reflections of Principals, literacy and numeracy leaders and coaches about these findings and their suggestions for action. We argue that reforming school practices during Terms 1 and 4 and developing a deeper understanding of students' out-of-school learning and knowledge are essential for enhancing growth in achievement from September to March and for narrowing the achievement gap between marginalised and advantaged students. Further research of this phenomenon in the Australian context is needed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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