The Horry County Report summarizes a Family Solutions Program for over 200 students with truancy or behavior issues. School staff received training to lead the 10-week program. It found statistically significant improvements in GPA, reduced absences, improved family functioning, and better parent-adolescent communication for graduates based on pre- and post-tests. Further analysis of 300 students and 450 family members over three years also showed statistically significant benefits to GPA, absences, family cohesion, and communication from the program.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Reunification Between Parents & Their Children Who Were Placed in Foster CareDr. Glenda Clare (LION)
Associate Professor Fernandez found that child welfare systems were lacking in their efforts to provide interventions to enhance reunification between parents and their children who had been placed into the foster care system.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Braun, H. (2004, January 5). Reconsidering the impact of high-stakes testing, Education Policy Analysis Archives, 12(1). Retrieved [Date] from http://epaa.asu.edu/epaa/v12n1/.
Nichols, S. L., Glass, G. V, & Berliner, D. C. (2006). High-stakes testing and student achievement: Does accountability pressure increase student learning? Education Policy Analysis Archives, 14(1). Retrieved [date] from http://epaa.asu.edu/epaa/v14n1/.
Supovitz, Jonathan. 2010. Is High-Stakes Testing Working? Penn GSE. Retrieved from http://www.gse.upenn.edu/review/feature/supovitz.
Reunification Between Parents & Their Children Who Were Placed in Foster CareDr. Glenda Clare (LION)
Associate Professor Fernandez found that child welfare systems were lacking in their efforts to provide interventions to enhance reunification between parents and their children who had been placed into the foster care system.
Improving School Environment to Boost Retention in UgandaWorldEd
Ugandan children in schools face several threats that adversely affect their chances of making it through primary school including lack of basic needs such as food and educational supplies, unsafe school environment with corporal punishment, bullying, and gender-based violence, lack of knowledge around sexual maturation, early sexual debut linked with the chance of contracting HIV and early pregnancy, and early marriage, among other factors. These risks lead to high rates of school dropout, and low education completion rates and learning achievement. The problem is particularly pronounced among girls, with 69 percent of girls aged 15 to 19 having never attended any secondary school (Adolescent Girls Vulnerability Index, 2013).
Recognizing that relationships between teachers, students and parents lie at the heart of identifying and addressing issues leading to dropout, World Education Inc. (WEI) employs the School Family Initiative (SFI) as an optimal mechanism to positively alter intra-school dynamics and reach large numbers of young people in primary and secondary schools. Providing safe learning spaces for children where teachers and children share healthy relationships, paves the way for teachers and children to improve their knowledge around and adopt health-seeking behaviors. The theory of change is that building a protective environment with robust school and community-based systems where children receive quality support and services improves health-seeking behaviors, retention, and academic performance in school.
The content discussed includes safe sexual behavior and measures of preventing school-related gender based violence. Along with the topics discussed, the methodology adopted goes a long way in improving the relationship between teachers and students. World Education has employed the SFI approach for more than five years in Uganda and produced positive results, captured through qualitative and quantitative performance evaluations.
This presented by Amogh Basavaraj at the CIES conference on March 27, 2018.
Community Education Partners is headquartered in Nashville, Tennessee, but its operation isn’t limited to one state. Community Education Partners (CEP) has contracts in Georgia, Florida, Ohio, and Texas.
THE PROBLEM
The Effects of Unrestricted Usage of Social Media to the Academic Performances
Of Selected G12 SHS-IT Students from PHINMA - Cagayan de Oro College
Background Information of the Study
Enhancing nutritional environments through access to fruit & vegetables in sc...Health Evidence™
Rebecca Ganann, Assistant Clinical Professor, School of Nursing, McMaster University, presents findings from her recently published review:
Ganann R., Fitzpatrick-Lewis D., Ciliska D., Peirson L.J., Warren R.L., Fieldhouse P., et al. (2014). Enhancing nutritional environments through access to fruit and vegetables in schools and homes among children and youth: A systematic review. BMC Research Notes,7(422), 1-13.
Low fruit and vegetable consumption is one of the top 10 global risk factors for mortality, and is related to increased risk for cancer, cardiovascular disease and diabetes. Many environmental, sociodemographic and personal factors affect fruit and vegetable consumption. This review explores strategies to improve fruit and vegetable availability.
For a recording of this webinar, visit: https://youtu.be/PrEPKWtFTpY
Improving School Environment to Boost Retention in UgandaWorldEd
Ugandan children in schools face several threats that adversely affect their chances of making it through primary school including lack of basic needs such as food and educational supplies, unsafe school environment with corporal punishment, bullying, and gender-based violence, lack of knowledge around sexual maturation, early sexual debut linked with the chance of contracting HIV and early pregnancy, and early marriage, among other factors. These risks lead to high rates of school dropout, and low education completion rates and learning achievement. The problem is particularly pronounced among girls, with 69 percent of girls aged 15 to 19 having never attended any secondary school (Adolescent Girls Vulnerability Index, 2013).
Recognizing that relationships between teachers, students and parents lie at the heart of identifying and addressing issues leading to dropout, World Education Inc. (WEI) employs the School Family Initiative (SFI) as an optimal mechanism to positively alter intra-school dynamics and reach large numbers of young people in primary and secondary schools. Providing safe learning spaces for children where teachers and children share healthy relationships, paves the way for teachers and children to improve their knowledge around and adopt health-seeking behaviors. The theory of change is that building a protective environment with robust school and community-based systems where children receive quality support and services improves health-seeking behaviors, retention, and academic performance in school.
The content discussed includes safe sexual behavior and measures of preventing school-related gender based violence. Along with the topics discussed, the methodology adopted goes a long way in improving the relationship between teachers and students. World Education has employed the SFI approach for more than five years in Uganda and produced positive results, captured through qualitative and quantitative performance evaluations.
This presented by Amogh Basavaraj at the CIES conference on March 27, 2018.
Community Education Partners is headquartered in Nashville, Tennessee, but its operation isn’t limited to one state. Community Education Partners (CEP) has contracts in Georgia, Florida, Ohio, and Texas.
THE PROBLEM
The Effects of Unrestricted Usage of Social Media to the Academic Performances
Of Selected G12 SHS-IT Students from PHINMA - Cagayan de Oro College
Background Information of the Study
Enhancing nutritional environments through access to fruit & vegetables in sc...Health Evidence™
Rebecca Ganann, Assistant Clinical Professor, School of Nursing, McMaster University, presents findings from her recently published review:
Ganann R., Fitzpatrick-Lewis D., Ciliska D., Peirson L.J., Warren R.L., Fieldhouse P., et al. (2014). Enhancing nutritional environments through access to fruit and vegetables in schools and homes among children and youth: A systematic review. BMC Research Notes,7(422), 1-13.
Low fruit and vegetable consumption is one of the top 10 global risk factors for mortality, and is related to increased risk for cancer, cardiovascular disease and diabetes. Many environmental, sociodemographic and personal factors affect fruit and vegetable consumption. This review explores strategies to improve fruit and vegetable availability.
For a recording of this webinar, visit: https://youtu.be/PrEPKWtFTpY
North Carolina Should Focus on Early Childhood Learning in Order to Raise Ach...EducationNC
NC General Assembly Program Evaluation Division Report on commonalities in predominantly disadvantaged school districts that perform at or above grade-level
18 Kappan December 2018January 2019What We’ve learAnastaciaShadelb
18 Kappan December 2018/January 2019
What We’ve learned about learning
JOSEPH L. MAHONEY ([email protected]) is assistant professor
of psychology at the University of Wisconsin-Superior and senior research
scientist at the Collaborative for Academic, Social, and Emotional Learning
in Chicago, Ill. JOSEPH A. DURLAK ([email protected]) is an emeritus
professor of psychology at Loyola University and senior research scientist at
the Collaborative for Academic, Social, and Emotional Learning in Chicago,
Ill. ROGER P. WEISSBERG ([email protected]; @RogerWeissberg)
is chief knowledge officer at the Collaborative for Academic, Social, and
Emotional Learning in Chicago, Ill. Durlak and Weissberg are coeditors, with
Celene Domitrovich and Thomas Gullotta, of the Handbook of Social and
Emotional Learning: Research and Practice (Guilford, 2016).
An update on social and
emotional learning outcome
research
An examination of four meta-analyses of SEL programs found multiple positive
outcomes in the short and long term for participating students.
By Joseph L. Mahoney, Joseph A. Durlak, and Roger P. Weissberg
I
n recent years, it has become commonplace
among American educators to argue that if
schools aim to prepare young people for life
in today’s complex and diverse world, then
they must provide instruction in more than
just academic content and skills (in English language
arts, mathematics, science, social studies, and other
subject areas). Social and emotional learning (SEL),
too, is critical to students’ long-term success in and out
of school, and it merits careful, sustained attention
throughout K-12 education (Bridgeland et al., 2013;
DePaoli et al., 2017; Weissberg et al., 2015).
Already, thousands of schools within and outside
the United States have implemented SEL programs
(Humphrey, 2013; Weissberg & Cascarino, 2013), and
many U.S. state departments of education have issued, or
are in the process of issuing, standards for the develop-
ment of specific SEL skills at each grade level (Dusenbury
et al., 2015). So, too, have many federal, state, and local
policy makers become willing to provide funding support
for SEL programs.
Although SEL has been conceptualized in various ways,
it can broadly be understood as the processes through
which children and adults acquire and effectively apply
the knowledge, attitudes, and skills necessary to manage
their emotions, set and achieve positive goals, feel and
show empathy for others, establish and maintain positive
relationships, and make responsible decisions (Weissberg
& Cascarino, 2013). More specifically, Roger Weissberg and
colleagues (2015) have identified a set of five core clusters
of social and emotional competencies: self-awareness,
self-management, social awareness, relationship skills, and
responsible decision making.
These competencies are thought to facilitate students’
academic performance, positive social behaviors, and
social ...
The study examined the level of parents’ contributions to their children’s education process and its influence on SPI in UCE examinations in Central and Northern Uganda. The objective was to investigate the influence of the levels of the parents’ contributions towards education process of their children on the SPI in UCE in schools in Central and Northern Uganda. Quantitative and qualitative approaches were used. 72 school leaders, 80 teachers, 140 students, 12 parents and 10 Key Informants (KI) participated. Data was collected using interviews, questionnaires and Informal Conversational Interview and analysed to obtain SPA, SPI and RSPC, frequency counts, percentages and using t-test. The result showed that the Parents of students in schools in Central Uganda contributed more than the parents from Northern Uganda. This has resulted in schools in Central Uganda achieving higher School Performance Indices (69% ≤ 118%) than schools in Northern Uganda (71% ≤ 163%) School leaders, especially, of schools in Northern Uganda therefore need to encourage parents to contribute more in their children’s school.
Victor Lavy Conference on “Long Run Effects of Free School Choice: College Attainment, Employment, Earnings, and Social Outcomes at Adulthood” (Madrid, February 29th, 2016)
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
Establishing how current academic performance relates to future performance is key to helping educators fine tuning their assessment practice. At present high failure rate of Agriculture subject at Primary Leaving Examination (PSLE) has been of a great concern in Botswana. To determine the relationship between the standard four attainment scores and Primary Leaving Examination scores key in tracing the origin of failure observed at primary school leaving examination. The main focus of this study was to determine the validity of standard four attainment scores in predicting performance at standard seven Primary School Leaving Examination (PSLE). A quantitative study of correlational research design used secondary data scores obtained from Botswana Examination Council (BEC) to determine the correlation coefficient (r) between the two sets of scores. The study indicated that there was strong correlation, r=.8 at P= .00, between standard four attainment scores and PSLE scores, therefore the null hypothesis that states that there is no significant relationship between standard four attainment scores and PSLE scores was rejected. It was concluded that high failure rate obtaining at PSLE is related to poor foundation laid at lower levels. It is recommended that standard four attainment scores or performance should save as criterion for moving into upper primary (standard 5-7) and subsequently seating for PSLE.
A Leak in the Teacher Pipeline? Employment Rates for Initially-Prepared Teach...Analisa Sorrells
A Leak in the Teacher Pipeline? Employment Rates for
Initially-Prepared Teachers from UNC System Institutions from the Education Policy Institute at Carolina.
As colleges grapple with enrollment, retention, and completion difficulties, it’s clear that students need a better understanding of just how a college education can help them on the path to a solid career. Community colleges play a key role in solving this problem. When colleges use data to clearly demonstrate the connection between education and the labor market, students have the information they need to choose smart careers, select the education that is right for them, and then stick with that education to the end. In this webinar, Noah Brown, CEO of ACCT, and EMSI’s Gabriel Rench discuss how community colleges impact the economy, how they can demonstrate the ways they serve their students and communities, and how they can engage young people about career and education decisions before they hit college.
1. Horry County Report Summary
FSP for over 200 (162 families) students with truancy and/or behavior
difficulties in Horry County Schools (2012-2013)
School staff became certified FSP group leaders after 2 day training
10 week program and subsequent statistical analysis revealed statistically
significant improvements in:
o GPA of FSP graduates
o Reduction in school absences for graduates
o Improvement in family functioning/cohesion for graduates and their
families
o Improvement in parent-adolescent open communication (from
perspective of/ as reported by mothers/female authority figures who
graduated from FSP)
Measured by self-report pre- and post-tests
Through extensive research and application, FSP has proven to be an integral and
cost-effective program in the efforts to decrease truancy, behavior difficulties, and
family dysfunction in low-income communities. A statistical analysis of the Family
Solutions program implemented in Horry County Schools for 2012 to 2015—a total
of 300 students and 450 family members—clearly indicates FSP’s effectiveness.
After three years of implementing the program and analysis of the graduates’ pre-
and post-program self-reports, researchers found statistically significant
improvements in the following areas: FSP graduates’ grade point average (0.10),
frequency of school absences (-2.36), family functioning and cohesion, and openness
of parent-adolescent communication (as reported by female authority figures who
graduated from FSP). Clearly, it is reasonable to conclude that FSP has been and will
continue to be a beneficial program for eligible teens and their families.