New Report Finds that Writing Can Be Powerful Driver for Improving Reading Skills
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Although reading and writing have become essential skills for almost every job, the majority of students do not read or write well enough to meet grade-level demands. A new report from Carnegie Corporation of New York and published by the Alliance for Excellent Education (the Alliance) finds that while the two skills are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read: Evidence for How Writing Can Improve Reading identifies three core instructional practices that have been shown to be effective in improving student reading.
“As the recent findings from the Nation’s Report Card in reading demonstrate, nearly 70 percent of the nation’s eighth graders fail to read at a proficient level,” said Bob Wise, president of the Alliance and former governor of
More Assessments On-line?
Although reading and writing have become essential skills for almost every job, the majority of students do not read or write well enough to meet grade-level demands. A new report from Carnegie Corporation of New York and published by the Alliance for Excellent Education (the Alliance) finds that while the two skills are closely connected, writing is an often-overlooked tool for improving reading skills and content learning. Writing to Read: Evidence for How Writing Can Improve Reading identifies three core instructional practices that have been shown to be effective in improving student reading.
“As the recent findings from the Nation’s Report Card in reading demonstrate, nearly 70 percent of the nation’s eighth graders fail to read at a proficient level,” said Bob Wise, president of the Alliance and former governor of
TEACHER PENSION FUNDING GAPS ARE THREE TIMES GREATER THAN STATES REPORTby
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Teacher pension liabilities for all 50 states now total almost $1 trillion, almost triple the cost of what state officials have on their balance sheets, an unfunded public burden that could bankrupt state budgets including education programs, according to a new study released on April 13, 2010 by the Manhattan Institute and the Foundation for Educational Choice.
In a new report entitled, “Underfunded Teacher Pension Plans: It’s Worse Than You Think,” authors Josh Barro and Stuart Buck reveal the major disparity between what states report and the true value of unfunded liabilities for teacher pensions. States put the price tag for teacher pension liabilities at $332 billion. The study shows that
Teacher pension liabilities for all 50 states now total almost $1 trillion, almost triple the cost of what state officials have on their balance sheets, an unfunded public burden that could bankrupt state budgets including education programs, according to a new study released on April 13, 2010 by the Manhattan Institute and the Foundation for Educational Choice.
In a new report entitled, “Underfunded Teacher Pension Plans: It’s Worse Than You Think,” authors Josh Barro and Stuart Buck reveal the major disparity between what states report and the true value of unfunded liabilities for teacher pensions. States put the price tag for teacher pension liabilities at $332 billion. The study shows that
More Assessments On-line?
A new report says so. It synthesizes findings from a study sponsored by the Educational Testing Service. The study included over 80 interviews with state assessment and education technology decision-makers (representing 27 states) along with national education opinion leaders.
Guidelines for Developing an Academic Acceleration Policy
How Schools Hold Back America's Brightest Students
Guidelines for Developing an Academic Acceleration Policy
Guidelines for Developing an Academic Acceleration Policy provides guidance and encourages the systematic adoption and practice of acceleration in schools across the nation. The Guidelines document can assist schools in writing and modifying acceleration policy that is suited to local needs and adheres to research-based best
How Schools Hold Back America's Brightest Students
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A Nation Deceived: How Schools Hold Back America's Brightest Students
Nicholas Colangelo, Susan G. Assouline, Miraca U. M. Gross
America's schools routinely avoid academic acceleration, the easiest and most effective way to help highly capable students. While the popular perception is that a child who skips a grade will be socially stunted, fifty years of research shows that moving bright students ahead often makes them happy.
Acceleration means moving through the traditional curriculum at rates faster than typical. The 18 forms of
U.S. Commitment to Gifted Students Severely Lacking
A Nation Deceived: How Schools Hold Back America's Brightest Students
Nicholas Colangelo, Susan G. Assouline, Miraca U. M. Gross
America's schools routinely avoid academic acceleration, the easiest and most effective way to help highly capable students. While the popular perception is that a child who skips a grade will be socially stunted, fifty years of research shows that moving bright students ahead often makes them happy.
Acceleration means moving through the traditional curriculum at rates faster than typical. The 18 forms of
U.S. Commitment to Gifted Students Severely Lacking
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The U.S. education system neglects the needs of our gifted and talented students, leaving the nation ill-prepared to identify and effectively serve high-potential students, a survey reports.
The report – 2008-2009 State of the States in Gifted Education by the National Association for Gifted Children and the Council of State Directors of Programs for the Gifted finds a fragmented collection of policies and resources that vary greatly between states and local districts and that are almost universally underfunded and underresourced.
More than a quarter of all states provided no funding for gifted students during the last school year, and most high-potential students are taught by teachers with little to no training in gifted education, the report concludes.
The report – 2008-2009 State of the States in Gifted Education by the National Association for Gifted Children and the Council of State Directors of Programs for the Gifted finds a fragmented collection of policies and resources that vary greatly between states and local districts and that are almost universally underfunded and underresourced.
More than a quarter of all states provided no funding for gifted students during the last school year, and most high-potential students are taught by teachers with little to no training in gifted education, the report concludes.