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Beyond Seat Time: Advancing Proficiency-Based Learning |
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By David Nagel, THE Journal, August 10, 2011 There's an effort underway to replace traditional student advancement (based on "seat time") with advancement based strictly on demonstrated mastery of a subject. It's not a particularly new notion, but it's one that's gained traction in recent years as technology has begun to make feasible the requirements such a system would impose--frequent and rigorous assessment well beyond fill-in-the-bubble tests, differentiated instruction, the continuous movement of massive amounts of assessment data, access to the breadth of instruction that communications technologies have only recently made viable, and much more. |
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The Center on Education Policy is tracking current developments relating to the federal government’s decision to offer waivers to states from some regulatory provisions of the No Child Left Behind law (for more background information, see the Washington Post, New York Times or Education Week). The status of the waivers changes almost daily as states express interest, formally submit requests, and receive responses from the U.S. Department of Education. The Department itself has also made frequent updates to its plan to grant waivers, and more specifics about the process are expected to be released in September. |
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Double Jeopardy: How Third-Grade Reading Skills and Poverty Influence High School Graduation |
By Donald J. Hernandez for the Annie E. Casey Foundation, April 2011
Educators and researchers have long recognized the importance of mastering reading by the end of third grade. Students who fail to reach this critical milestone often falter in the later grades and drop out before earning a high school diploma. Now, researchers have confirmed this link in the first national study to calculate high school graduation rates for children at different reading skill levels and with different poverty rates. Results of a longitudinal study of nearly 4,000 students find that those who don’t read proficiently by third grade are four times more likely to leave school without a diploma than proficient readers. For the worst readers, those couldn’t master even the basic skills by third grade, the rate is nearly six times greater. While these struggling readers account for about a third of the students, they represent more than three fifths of those who eventually drop out or fail to graduate on time. What’s more, the study shows that poverty has a powerful influence on graduation rates. The combined effect of reading poorly and living in poverty puts these children in double jeopardy. |
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Building a Grad Nation - 2011 Update |
Progress and Challenge in Ending the High School Dropout Epidemic2010-2011 Annual UpdateAmerica continues to make progress in meeting its high school dropout challenge. Leaders in education, government, nonprofits and business have awakened to the individual, social and economic costs of the dropout crisis and are working together to solve it.
Last year, we reported that the number of “dropout factories”— those high schools that graduate 60 percent or less of their students — had declined from 2,007 in 2002 to 1,746 in 2008. We are now able to report that from 2008 to 2009 (the most current data available), the number of dropout factory high schools decreased by an additional 112 schools to 1,634, representing an annual rate of progress approximately three times as fast as the previous period. |
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The Impact of Youth Development Programs on Student Academic Achievement |
The Impact of Youth Development Programs on Student Academic Achievement
By the National Collaboration for Youth, March, 2011
School districts and municipalities throughout the U.S. are under intense pressure to reform schools, raise graduation rates, and better prepare American youth for a workforce that must compete globally. Improving America’s educational system so that all students have access to a quality education is important but focusing on that system alone will not ensure the educational success of our nation’s young people. |
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