GallagherKim Parker and Kevin T. Maass Note Some trends shown in this report have been updated.
Sign Up Follow us 1. When socioeconomic diversity policies are well implemented, they appear to produce strong academic outcomes for students and better prepare them for living in a diverse society. Almost all of the districts studied that have had socioeconomic integration plans in place long enough to have an effect are seeing positive student outcomes.
For example, in Cambridgewhich has had a socioeconomic integration plan in place sincestudents outperform those in demographically similar districts in Massachusetts on state English, math, and science exams.
That compares to a 73 percent black student graduation rate and 82 percent overall graduation rate nationally in the —14 school year, the most recent year for which data are available.
The achievement differences are smaller not because white students do worse, but because all subgroups of students perform better. Of course, high performance might be explained by the fact that only the most motivated students apply to magnets, but careful research comparing magnet school lottery winners and losers has found positive results for student achievement.
In Stamfordtoo, low-income students perform above the state average and gaps in graduation rates between disadvantaged and advantaged students have fallen substantially. In Jefferson Countythe proportion of students deemed College and Career Ready nearly doubled between and While school integration is often politically challenging, key steps—such as the use of choice and incentives—can smooth the path to community support.
Most of the districts profiled use public school choice and incentives such as magnet schoolsrather than compulsory busing, to achieve integration. Many districts are able to marry choice and integration quite successfully. In Champaignclose to 90 percent of kindergartners receive their first choice school.
In Jefferson County Louisvillethe first choice placement rate is also 90 percent. The reliance on choice rather than compulsory busing in Louisville may be one explanation for the dramatic uptick in community support over the years.
For example, Hartford is able to draw suburban students into one of the poorest cities in the country using a system of forty-five magnet schools. The proportion of Hartford students attending integrated schools has increased from 11 percent a decade ago to a projected 46 percent in In order to ensure that choice plans are equitable, family information centers have been established to ensure that all parents make informed choices.
And successful districts also provide free transportation. This led to a political backlash and the resignation of the superintendent there. But even here, students became used to integrated schools and the newly drawn boundary lines remain in effect.
Plastics have outgrown most man-made materials and have long been under environmental scrutiny. However, robust global information, particularly about their end-of-life fate, is lacking. By identifying and synthesizing dispersed data on production, use, and end-of-life management of polymer resins, synthetic fibers, and additives, we present the first global analysis . Type or paste a DOI name into the text box. Click Go. Your browser will take you to a Web page (URL) associated with that DOI name. Send questions or comments to doi. Research Activities: I am interested in algorithms and interfaces for improved information retrieval, as well as general issues in human-computer interaction.
Several New York City community school districts are working to design controlled choice admissions policies, efforts which might not have continued in the absence of funding. Setting clear system-wide goals for integration increases the likelihood of achieving success.
Not surprisingly, setting clear goals to integrate all schools in a district leads to much broader integration than programs focused on a small subset of schools. CambridgeChampaignJefferson Countyand Stamford all have system-wide goals that all schools should be within a range of the district-wide average for disadvantaged student populations and all have been quite successful in achieving integration.
In Stamford, for example, eighteen or twenty schools fall within plus or minus 10 percentage points of the district average for socioeconomic diversity. Some higher-poverty districts, such as Dallas and Chicagohave, by contrast, addressed socioeconomic integration within only a small subset of schools, leaving many students in segregated environments.
High-poverty districts might appear to have no choice in the matter, but, as Lesson 4 below suggests, they do have other options.Using Formative Assessment to Improve Student Achievement in the Core Content Areas. Robyn Madison-Harris and Ada Muoneke.
At a time when American society is being torn along racial, ethnic, economic, and religious lines, school leaders in a small but growing number of district.
Technology news, trends, research and analysis covering the digital world and how it affects you. Prevent Plagiarism. Identify unoriginal content with the world’s most effective plagiarism detection solution.
Manage potential academic misconduct by highlighting similarities to the world’s largest collection of internet, academic, and student paper content. HeartMath Institute Research Library. We invite you to browse the HeartMath Institute’s extensive collection of research studies, articles and other materials.
An updated look at health insurance premiums and rates presented nationally and by state for plan year, plus detailed filings for Tables include historical trends for - and links to the best sources, including NCSL and Commonwealth Fund-designed interactive maps.