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Friday, June 4, 2010

Cómo pagar tus estudios Es el momento - Educacion, Becas, Universidades, Aprendizaje

Es el momento - Educacion, Becas, Universidades, Aprendizaje

Cómo pagar tus estudios

Formas prƔcticas de pagar la universidad



Signature Practices Expanded - Year 2010 (CA Dept of Education)

Signature Practices Expanded - Year 2010 (CA Dept of Education)

State Schools Chief Jack O'Connell Announces Expansion of Web Tool to Help Education Agencies Close the Achievement Gap

California companies, educational organizations
sponsor Distinguished Schools ceremony
ANAHEIM — State Superintendent of Public Instruction Jack O'Connell today announced an expansion of resources in the California Distinguished Schools Signature Practices Web tool during the 2010 Distinguished School Awards Ceremony in Anaheim.
The searchable database is designed to help schools share strategies that are effective in closing the achievement gap between higher-performing and lower-performing subgroups of students. The Signature Practices Web tool now includes strategies used by the 484 elementary schools that earned the 2010 California Distinguished Schools award. These schools will be honored with the award at today's ceremony.
"There are many success stories from schools narrowing the achievement gap, but too often those successes are isolated," O'Connell said. "The Signature Practices Web tool will now give every school access to effective strategies, guidance on how to implement them, and mentoring from those schools that have a proven track record in helping all students succeed academically."
The development of the Signature Practices Web tool was a result of two key recommendations by the

State Schools Chief Jack O'Connell, Impact Teen Drivers
Join to Urge Students to Drive Safely This Summer

SACRAMENTO — State Superintendent of Public Instruction Jack O'Connell joined students, parents, Sacramento City Unified School District Superintendent Jonathan Raymond, members of Impact Teen Drivers, and the California Highway Patrol (CHP) to encourage high school seniors to celebrate their graduation responsibly, to drive carefully by avoiding distractions, and to never mix driving with alcohol or drugs.
"I am pleased to work with Impact Teen Drivers, our students and schools, and the CHP to drive home the message to our teens – especially with graduation and summer vacation just around the corner – that driving a car is serious business and needs to be taken seriously at all times," said O'Connell. "We're here today to tell teens it's important that they celebrate and have fun this summer, but they need to do so safely and responsibly. When driving, the focus needs to be on the road and not on distractions such as texting or talking on cell phones that place both driver and passengers in danger."
Teen driver crashes are the leading cause of death for young people. The overwhelming majority of these crashes are caused by inexperience or distractions, not "thrill-seeking" or deliberate risk-taking. In a recent National Young Driver Survey, 20 percent of eleventh grade drivers reported at least one crash over the past year, while nearly 3 percent experienced two or more crashes.
"Talking on the phone, texting, using iPods, or even just eating and drinking are all routine activities that teens take part in every day but they become life-threatening hazards when performed behind the wheel," O'Connell said.
Drivers between 15 and 20 years old are more often involved in alcohol-related crashes than any other age group. According to the California Department of Motor Vehicles, impaired teenage drivers are at far greater risk of being involved in a fatal crash than older drivers.
"I urge young drivers or anyone who operates a vehicle to drive safely and to encourage others to do the same," O'Connell said. "The life they save could be their own or that of someone dear to them."
For more information about distracted teen driving and tips to help teenagers make safe, responsible decisions when behind the wheel, please go to the Impact Teen Drivers Web site at Impact Teen Drivers | Reckless and Distracted Driving Education (Outside Source).

California Assembly votes to further dilute arts as a high school … | Educational New York

California Assembly votes to further dilute arts as a high school … | Educational New York


California Assembly votes to further dilute arts as a high school …

Richard Kessler, executive director at New York’s Center for Arts Education , has condemned the California Assembly vote as establishing “a de facto caste system, whereby only those on a pathway to college are required to take the arts. …


Do Not Cut Adult Education in New York City GED Test Programs

Do Not Cut Adult Education in New York City. DO NOT CUT ADULT EDUCATION NYC 007.JPG. Every immigrant who wants to study English can profit greatly from reading the entire English GED book


Your Higher Education Marketing Newsletter… June 2010 – Bob …

That is the PR nightmare suggested by the New York Times in a May 28 blog post on “Placing the Blame as Students are Buried in Debt.” Higher education , writes author Ron Lieber, shares responsibility for encouraging loan sources without …

Which colleges produce the best teachers? | School Zone | Chron.com - Houston Chronicle

Which colleges produce the best teachers? | School Zone | Chron.com - Houston Chronicle


Which colleges produce the best teachers?

There's no easy answer, of course, and it depends on how you define "best," but the New Teacher Project, on behalf of the Houston Independent School District, has crunched an interesting sliver of data. The researchers looked at which of the most popular local colleges produced teaching graduates who ranked at the very top and very bottom of the pack based on their students' test scores. Specifically, the teachers were judged on their value-added scores (the same ones HISD uses to determine who gets performance bonuses). The scores, as you'll remember, are based on a complex statistical analysis that projects how well each student is expected to perform on the TAKS and ranks teachers according to whose students perform better (or worse) than expected. Only teachers of core subjects in grades three through eight have individual value-added marks; high school teachers are rated as a group by subject, and those in other grades and subjects don't have TAKS scores.
With all that out of the way, here are some highlights of the data:
*The University of Texas at Austin had the highest percentage of teachers ranked in the top 10 percent in at least one subject. But it also had the highest percentage of teachers who ranked in the bottom decile. Specifically, of the 440 UT grads who had multiple years of value-added scores, 18 percent ranked in the top decile, 19 percent fell in the bottom and 63 percent ranked in the middle.
*Sam Houston State and Texas Southern University had larger percentages of their graduates rank in the bottom 10 percent than in the top. Of TSU's 1,615 graduates with available data, 13 percent ranked in the top and 17 percent ranked in the bottom. Of Sam Houston's 363 graduates with available data, 12 percent ranked in the top and 18 percent were at the bottom.
*Graduates of Texas A&M University were twice as likely to rank in the top than in the bottom. Of the 283 graduates with available scores, 16 percent were in the top and 8 percent were in the bottom.
*The University of Houston's main campus is the biggest producer of HISD teachers with value-added data. Of the 2,435 graduates with multiple years of scores, 15 percent ranked in the top and 11 percent fell in the bottom.
Daniel Weisberg, vice president of policy for the New Teacher Project, describes this data


Mom, my brain made me do it!


So new research shows that teens may be biologically inclined to make bad decisions and partake in risky behavior.
University of Texas at Austin psychologist Russell Poldrack and fellow researchers have taken a major step in identifying which brain systems cause teens to have these urges and the implications they may hold for rash adolescent behavior.
"Our results raise the hypothesis that these risky behaviors, such as experimenting with drugs or having unsafe sex, are actually driven by over activity in the mesolimbic dopamine system, a system which appears to be the final pathway to all addictions, in the adolescent brain," Poldrack said in a press release.