Report Round-Up: May 4, 2012
May 04, 2012 09:22 pm
PreK-3rd: Next Steps for State Longitudinal Data Systems– Foundation for Child Development This new report addresses issues in developing coordinated preK-12 data systems. This report notes that Pre-K services have “become increasingly essential” in the U.S., and coordinated student and provider information are needed to inform policy and practice.
This study finds that educating the more than 5 million English Language Learners (ELL) students in the U.S. will increasingly fall to general education teachers, and teacher education programs need to impart skills to these teachers on reaching them.
How Blogs, Social Media, and Video Games Improve Education – Center for Technology Innovation at the Brookings Institution
According findings of the institution’s president Darrell M. West, some preliminary evidence suggests that the use of blogs, video games, and social media “encourage reflection and critical thinking, and also enhance writing skills on the part of students.”
Spaces of Inclusion? Teachers’ Perceptions of School Communities with Differing Student Racial & Socioeconomic Contexts– Civil Rights Project/Proyecto Derechos Civiles at the University of California, Los Angeles
This report finds that while 56 percent of all respondents reported that their communities showed strong support for their schools, less than 30 percent of the teachers in segregated minority schools perceived community support.
Characteristics of Midwest Region School Districts Identified for Improvement– U.S. Department of Education
This federal report examines NCLB accountability systems in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin and profiles the states’ districts both identified and not identified for improvement based on 2010 data from the Education Department and 2009 data from the U.S. Census Bureau, and characterizes schools and districts at the beginning of SY 2009-10.
This report finds that math and science class is still “predominantly teacher-centered with little or no opportunities for students to direct their own learning, at their own pace, with their own tools,” as reported by three-quarters of middle and high school students.