Skip to main content

Claire Fontaine's Library tagged policy →  View Popular

Beyond NCLB - Volume 22 No. 3 - Spring 2008 - Rethinking Schools Online

  • First, a new law would establish that the primary purpose of federal funding is to facilitate school improvement. This would replace test-based accountability as the primary approach, though accountability for improvement processes and ultimately for results would be part of the structure.
  • Second, the law would recognize that the heart of improvement is school-based collaboration among educators to build their capacity to serve all children well. Thus, a significant share of Title I funds, particularly for schoolwide programs, would be allocated to pay for time for educators to work together on curriculum, instruction, assessment, evaluating student needs and how to meet them, and related core activities. That is, federal funds would be used to help schools become communities of learners, both adults and students. A portion of those funds could be used by the local educators to employ outside expertise.
  • 1 more annotations...

Learning Technology Grant Information

The purpose of the Learning Technology Grant (LTG) program is to improve student academic performance in relation to the New York State learning standards with a particular focus on mathematics Pre-K-12 and English Language Arts (ELA) including early literacy, and science through the integration of educational technology in classroom activities.

www.emsc.nysed.gov/...ltg06_09.htm - Preview

NYS edtech policy funding NCLB stretch school2.0

Primer07-08A

State Aid to Schools
A Primer
Pursuant to Laws of 2007
SUNY

www.oms.nysed.gov/...Primer07-08A.htm - Preview

SUNY finance policy funding newyork

  • In New York State, estimated 2005-06 public education funding comes from three sources: approximately six percent from federal sources, 43 percent from State formula aids and grants, and 51 percent from revenues raised locally.   Local property taxes constitute close to 90 percent of local revenues. 
  • The Big Five city school districts’ fiscal dependency means that the school system does not levy taxes, but is dependent upon citywide taxes for support.  State aid for education enters the city treasury, not the school district treasury.  The fiscal dependence of these school districts is fraught with problems related to the level and stability of funding and the effective use of resources.
04 Nov 08

EPAA Vol. 8 No. 1 Darling-Hammond: Teacher Quality & Student Achievement

Using data from a 50-state survey of policies, state case study analyses, the 1993-94 Schools and Staffing Surveys (SASS), and the National Assessment of Educational Progress (NAEP), this study examines the ways in which teacher qualifications and other school inputs are related to student achievement across states. The findings of both the qualitative and quantitative analyses suggest that policy investments in the quality of teachers may be related to improvements in student performance. Quantitative analyses indicate that measures of teacher preparation and certification are by far the strongest correlates of student achievement in reading and mathematics, both before and after controlling for student poverty and language status. State policy surveys and case study data are used to evaluate policies that influence the overall level of teacher qualifications within and across states. This analysis suggests that policies adopted by states regarding teacher education, licensing, hiring, and professional development may make an important difference in the qualifications and capacities that teachers bring to their work. The implications for state efforts to enhance quality and equity in public education are discussed. (Note 1)

epaa.asu.edu/v8n1 - Preview

journal teacher-ed teachered quant research policy

  • Other studies of the effects of teacher experience on student
    learning have found a relationship between teachers'
    effectiveness and their years of experience (Murnane & Phillips,
    1981; Klitgaard & Hall, 1974), but not always a significant one
    or an entirely linear one. While many studies have established
    that inexperienced teachers (those with less than three years of
    experience) are typically less effective than more senior
    teachers, the benefits of experience appear to level off after
    about five years, especially in non-collegial work settings
  • Similarly, very
    well-prepared beginning teachers can be highly effective
1 - 20 of 49 Next › Last »
Showing 20▼ items per page

Selected Tags

Related Tags

Sponsored Links

Ads by Google

Diigo is about better ways to research, share and collaborate on information. Learn more »

Join Diigo