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Descriptors:
Accountability; Beginning Teachers; Mathematics Education; Mathematics Instruction; Educational Practices; Elementary School Mathematics; Classroom Observation Techniques; Interviews; Curriculum Based Assessment; Intermode Differences; Educational Indicators; Inclusion; Classroom Techniques; Teaching Methods; Learning Disabilities; Academic Accommodations (Disabilities); Instructional Effectiveness; Achievement Gains

Abstract:
In this exploratory study, teachers' use of standards-based, discourse practices and their students' mathematics learning in inclusive elementary mathematics classrooms were examined. Two beginning teachers (one third-grade teacher, one fourth-grade teacher) and six students identified with disabilities or as low performing in mathematics participated in this study (three students from each classroom). Six classroom observations of teachers took place over 4 months focusing on a subset of indicators associated with Walshaw and Anthony's framework of mathematics classroom discourse practices. Follow-up interviews were also conducted. Curriculum-based and state-accountability measures were collected on the six target students in these settings. Different patterns of student performance emerged across the two classrooms in which teachers were observed using different types and degrees of standards-based discourse practices during mathematics lessons. Findings suggest indicators of effective mathematics teaching in inclusive general education classrooms to be validated by future research efforts. (Contains 6 tables and 2 figures.) 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:
Educational Change; Urban Areas; Low Achievement; Grade 9; At Risk Students; Educational Improvement; Student Needs; Identification; Intervention; High Schools; Program Effectiveness; Educational Indicators; Dropout Prevention; Graduation Rate; Student Characteristics; Gender Differences; Racial Differences; Student Mobility; Reading Achievement; Mathematics Achievement; Age Differences; Socioeconomic Status; Grade Point Average

Abstract:
Chicago has been in the forefront of the country in its use of 9th-grade indicators of dropout. Catalyzed by the development of the freshman on-track indicator and research around it, Chicago school administrators, central office personnel, and external partners have developed a number of mechanisms using 9th-grade indicators to stimulate school improvement. This article describes 3 ways in which early warning indicators are useful for improving student achievement: (a) focusing conversations and efforts on actionable problems; (b) identifying students for intervention; and (c) using indicator patterns to address low performance in a strategic way. Examples from high schools in Chicago suggest that knowledge of the on-track indicator and its use in district accountability were not enough to change practice. However, the availability of data tools that make it easy to act on information about on-track rates have changed the ways in which teachers and school staff interact with each other, students, and parents regarding improving student performance. The strategies they have developed with the data tools have provided a systematic focus to their efforts, which appears to be paying off in substantially improved ninth-grade achievement. (Contains 1 table, 4 figures, and 11 footnotes.) 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 School Students; Academic Achievement; Grade 8; Grade 9; Grade 10; Educational Indicators; Predictor Variables; Educational Attainment; Graduation; Graduation Rate; Urban Education; At Risk Students; Dropout Characteristics; Reliability; Credits; Evidence

Abstract:
Students' engagement and performance in their first year of high school offer strong signals about their prospects for earning a diploma 4 years later. These performance measures can be used to construct "on-track" indicators to measure a school's performance and to identify needs of specific students who are at risk of dropping out. This article undertakes a systematic reanalysis of several on-track indicators that predicted the likelihood of graduating with a New York State Regents diploma in New York City. The analytic dataset contains comprehensive longitudinal information for first-time 9th graders who are enrolled in high school between 2001-2002 and 2010-2011. The results show that the current New York City Department of Education indicator (earning 10 or more course credits in the 9th grade) offers a reliable prediction of graduation with a Regents diploma. However, an indicator based on earning 10 or more credits and passing at least one Regents exam represents a substantial improvement on the current indicator and was used as the primary indicator for additional analyses. These analyses showed that this on-track indicator has been reliable and stable across seven cohorts of entering 9th graders. The analysis also shows that the substantial increase in 9th-grade on-track rates offers a reliable foreshadowing of increases in Regents diploma graduation rates in New York City. Additionally, the on-track indicator was highly predictive for a wide range of student subgroups and helps to highlight the prominent gaps in performance along racial, gender, and economic lines. Finally, the article highlights significant variation in on-track rates across schools, that should be investigated in future research. (Contains 7 tables, 5 figures, and 11 footnotes.) 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:
Educational Indicators; Public Schools; Foreign Countries; Educational Change; Institutional Autonomy; Case Studies; Decision Making; Educational Policy; Administrative Organization

Abstract:
As governments strive to improve outcomes in education, and respond to the needs of an ever more diverse population, autonomy has gained increased prominence in national and international spheres. In the context of education, autonomy refers to the decision-making capacity of a school, and to the manner and areas over which those decisions can be made. In this case study of the Spanish education system and policies, we examine the level of autonomy of public schools, producing insights applicable far beyond this country. We conduct a scrutiny of Constitutional, regulative, and international frameworks, as well as an examination of the latest figures from Organisation for Economic Co-operation and Development education indicators (with special focus on Spain and the United States). The data that emerges suggests that despite general declarations of autonomy, schools are granted very little decision-making capacity in practice. Regional decentralization of the system has not translated to the delegation of enough competences to schools, particularly in the areas of personal and resource management. (Contains 3 figures and 13 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:
Indigenous Populations; Cost Effectiveness; Foreign Countries; Educational Benefits; School Involvement; Economic Impact; Community Benefits; Geographic Location; Student Participation; Attendance; Education Work Relationship; Youth Opportunities; Youth Programs; Outcomes of Education; Educational Indicators; Educational Assessment; Predictor Variables; Predictive Measurement; Predictive Validity; Educational Attitudes

Abstract:
In this paper, the 2001 Australian Census is used to estimate predicted net benefits of education at a small geographic level. These are then linked to youth in the areas to test the associations with high school participation. This is done separately for Indigenous youth, a population sub-group with historically low levels of education participation. The results confirm that, in general, localised predicted benefits of education do have a significant association with participation. For the Indigenous population, however, there is no significant association between the predicted income benefits of education and participation and only a weak association with the employment benefits. (Contains 5 tables and 4 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:
Evidence; Guidelines; School Psychology; High Schools; Secondary School Teachers; Teacher Education Curriculum; Best Practices; Teaching Methods; Educational Methods; Models; Educational Indicators; Academic Standards; Competence; National Standards; Course Objectives

Abstract:
Psychology is one of the most popular elective high school courses. The high school psychology course provides the foundation for students to benefit from psychological perspectives on personal and contemporary issues and learn the rules of evidence and theoretical frameworks of the discipline. The guidelines presented here constitute the second of two reports in this issue of the American Psychologist (January 2013) representing recent American Psychological Association (APA) policies that support high-quality instruction in the teaching of high school psychology. These guidelines, aligned to the standards presented in the preceding report, describe models for the preparation of preservice psychology teachers. The two reports together demonstrate the rigor and competency that should be expected in psychology instruction at the high school level. (Contains 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:
Educational Technology; Leadership; Content Analysis; Literature Reviews; Scholarship; Educational Administration; Educational Indicators; National Standards; Meta Analysis; Electronic Libraries

Abstract:
To date, no systematic analysis of the current body of literature has aimed to understand the extent to which school technology leadership is being investigated. This review of the literature presents a content analysis of articles published from 1997 through 2010 housed in the Education Resource Information Center (ERIC) database on the topic of school technology leadership. We structured and conceptually framed our analysis around the National Educational Technology Standards for Administrators (NETS[middle dot]A). Based on our content analysis, 37 articles had any focus on technology leadership as defined by the NETS[middle dot]A. Although we found all indicators of the standards were covered to some degree, there was a glaring lack of in-depth research around this topic. In fact, nearly 68% of the articles were simply descriptive in nature. We determined that Standard 4: Systemic Improvement and Standard 5: Digital Citizenship were least studied in the current body of literature. We conclude that more scholarly efforts need to focus on topics germane to the technology standards for school leaders. (Contains 3 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:
Foreign Countries; Higher Education; Graduation Rate; Educational Indicators; Methods; Data Collection; Information Dissemination

Abstract:
By examining the different methods and processes by which national data gathering agencies compile and submit their findings to the Organization for Economic Cooperation and Development (OECD), the authors (1) assess the methodological challenges of accurately reporting tertiary completion and graduation rates cross-nationally; (2) to examine the incongruence of existing internationally comparative data on tertiary completion, particularly within the OECD; and (3) to offer policy recommendations for increasing the congruence and comparability of U.S. higher education data with that of other OECD countries (and the rest of the world). (Contains 5 tables, 3 figures, and 4 footnotes.) 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:
Graduation Requirements; Higher Education; Educational Finance; Educational Attainment; Kindergarten; Graduation; Public Education; Elementary Secondary Education; Master Plans; Preschool Education; Access to Education; Teacher Supply and Demand; State Boards of Education; College Admission; Education Work Relationship; Partnerships in Education; High Schools; Academic Standards; State Standards; Accountability; Academic Achievement; Educational Indicators; Educational Improvement; College Readiness; Graduation Rate; Career Readiness; Alignment (Education)

Abstract:
This paper complies with the requirements established in T.C.A. Section 49-1-302(a)(10). The act directs the State Board of Education and the Tennessee Higher Education Commission to provide a report to the Governor and General Assembly, all public schools, and institutions of higher learning and their respective boards. This report is to include, but is not limited to, a discussion of the following four areas: (1) Minimizing Duplication: The extent of duplication in elementary, secondary and postsecondary education; (2) Compatibility: The extent of compatibility between high school graduation requirements and admission requirements of postsecondary institutions; (3) Master Plan Fulfillment: The extent to which respective master plans of the board and the higher education commission are being fulfilled; and (4) State Needs in Public Education: The extent to which state needs in public education are being met as determined by such board and commission. This year's joint report marks the continuation of a new era for education in Tennessee, which began during the special session of the 106th General Assembly (2010) and included passage of the First to the Top and the Complete College Tennessee Acts. Both Acts focus on raising the level of statewide accountability and support in K-12 schools and institutions of higher education. Legislation from the 106th General Assembly provides the framework for collaboration between all state systems of education, addressing the overarching need to produce a higher proportion of college- and career-ready graduates. Tennessee will use this framework to make significant progress toward increasing postsecondary educational attainment to the national average by 2025. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admissions to Tennessee Public Higher Education Institutions; and (3) Tennessee College and Career Ready Goals and Indicators. (Contains 3 tables, 1 figure and 3 footnotes.) [For "Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2012", see ED540084.] 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:
Higher Education; Educational Finance; Student Participation; College Preparation; Graduation Rate; Academic Persistence; School Holding Power; Student Financial Aid; Profiles; Income; Educational Trends; Trend Analysis; Economic Factors; Tuition; Community Colleges; African American Students; Comparative Analysis; College Students; Adult Students; Educational Indicators; Hispanic American Students; Enrollment Trends; Academic Achievement

Abstract:
The statute [T.C.A. Section 49-7-202(c)(7)] requires the Tennessee Higher Education Commission to prepare a biennial report for the governor and the general assembly, "commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education." The purpose of this report is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on five broad policy issues important to the state: (1) State context of higher education; (2) Student preparation; (3) Student participation; (4) Student progression; and (5) State higher education finance. (Contains 29 figures and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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