Results from a rigorous, experimental study indicate North Carolina’s early college high schools are creating more positive school environments for students.
This publication defines class size reduction, provides an overview of class size reduction research, lets parents know what to expect from a class size reduction program, and answers frequently asked questions.
This report provides detailed information about the methods and instruments used to evaluate school readiness initiatives, discusses important considerations in selecting instruments.
The focus of this publication is largely devoted to how time can best be used to improve the teaching and learning of mathematics, and ultimately the performance of students on measures of mathematics achievement.
This compendium reviews 60 assessment instruments to use with preschool and kindergarten-age children. Each review explains the purpose of the instrument, how it is administered, and where it can be obtained.
This guide presents research-based information on the best practices for assessing young children and describes a process that can be used when designing and implementing an assessment system.
This document includes a series of papers on theoretical and practical issues associated with wide-scale assessment systems that collect data from preschool- and kindergarten-age children.
This document is designed to support and facilitate the continuity of services for children, ages birth to eight, and their families. It is intended for use by communities that are attempting to develop comprehensive, integrated services.
The purpose of this report is to provide a synthesis of research studies that yield policy findings about instructional policies and programs for ELL students.
A rigorous study conducted in Alabama by the SERVE Center at The University of North Carolina at Greensboro has found that the Alabama Math, Science, and Technology Initiative (AMSTI) implemented in grades 4-8, had a positive impact on student achievement.
This document provides an overview of what reading across the curriculum interventions states and school districts.
In this monograph, the writers offer the field a significant view of what happens when pre-service teachers, practicing teachers, and practicing scientists work together as co-learners.
This publication examines resource issues related to successful class size reduction program implementation. The finance guide provides definitions of class size reduction terminology with implications for understanding class size research, guidelines for financing class size reduction implementation, case studies of successful class size reduction implementations at little or no extra expenditure, and a summary of class size reduction cost-benefit considerations.
The purpose of this document is to help teachers implement effective assessment strategies when teaching history. The primary audience for this publication is third through twelfth grade teachers who cover the topic of history in their instruction. Secondary audiences include school administrators, district and state curriculum staff, or individuals providing professional development.
This publication provides science teachers with an easy introduction to rigorous assessment methods.
This publication is used to enhance the use of formative assessment practices in the classroom. These formative practices are ones that support students while they are learning. The practices also ensure that students receive feedback and guidance on their performances in a timely manner, so they can make improvements to those performances before being evaluated.
In this book, with the assistance of a network of superintendents, we provide tools to assist in a systematic approach to the recruitment, selection, appointment, socialization, management, and retention of teachers and other leaders.
This document presents a general overview of current research and thought on student motivation in classroom and school settings. It is designed as a resource to help teachers and school teams analyze the sources of students’ motivational problems and consider changes that will improve motivation.
This descriptive report aims to stimulate discussion about high school reform among Southeast Region states.
This report reviews the characteristics of 21 instruments that measure student engagement in upper elementary through high school. It summarizes what each instrument measures, describes its purposes and uses, and provides technical information on its psychometric properties.
The intent of this publication is to support schools as they move along a continuum that connects the vision they have for technology and student learning with the tasks they need to accomplish in order to achieve their vision, in a way that makes a difference.
This report examines the extent which content related to disabilities is part of elementary education preparation programs in the six Southeast Region states.
This review located and summarized the findings of randomized controlled trial studies on interventions aimed at reducing the experience of stereotype threat.
The study surveyed four career academies in Georgia that replicated the model of the Georgia Central Educational Center, which integrates technical instruction and academics at the high school level. The four replication sites adhered to the major tenets of the model. The model’s flexibility helped the new sites meet community needs.
Study findings, published in this, showed K-PAVE had a significant positive impact for student’s vocabulary development and academic knowledge, as well as, for the classroom instruction outcome of vocabulary and comprehension support.
Early colleges are an innovative model of schooling that combines high school and college. A 14-year, rigorous experimental study has been examining whether this model works. The study compares early college students who were accepted through a lottery to students who applied to early colleges but were not accepted through the lottery (the control group).
