The document discusses how parents can use K12 reviews to better understand and evaluate the US educational system when making decisions for their children. It recommends that parents use K12 reviews to compare schools based on test scores, curriculum, class sizes, and achievement results. Parents should ensure they are comparing similar schools in terms of location, demographics, and other factors. K12 reviews provide relevant information to help guide parents in choosing the best education options for their children's future success. The educational system is always changing, so parents need to be proactive in using resources like K12 reviews.
MAJORITY (62%) OF COLORADANS SUPPORT END-OF-YEAR STATEWIDE TESTS Mary Willson
Denver, Colorado— A recent poll by Keating Research finds that 62% of voters, including 66% of parents with kids in K-12, support conducting a statewide assessment to understand student learning loss. Keating Research was one of the few pollsters in the country to accurately predict the results of the 2020 election. The poll was paid for by Democrats for Education Reform, Ready Colorado, and Colorado Succeeds.
MAJORITY (62%) OF COLORADANS SUPPORT END-OF-YEAR STATEWIDE TESTS Mary Willson
Denver, Colorado— A recent poll by Keating Research finds that 62% of voters, including 66% of parents with kids in K-12, support conducting a statewide assessment to understand student learning loss. Keating Research was one of the few pollsters in the country to accurately predict the results of the 2020 election. The poll was paid for by Democrats for Education Reform, Ready Colorado, and Colorado Succeeds.
The school choice journey: Parents experiencing more than improved test scoresFLE Liberdade de Educação
Most of the existing literature on parental school choice misses the crucial story about why parents seek it and what it can do for them from a comprehensive perspective. Parents do not pursue student test-score gains so much as they seek safety and character development for their child. For themselves, parents view school choice as a pathway to dignity, respect, and empowerment.
Zubaidah AlamerSummary of Cross-Class Friendship and Academic Ac.docxgerardkortney
Zubaidah Alamer
Summary of Cross-Class Friendship and Academic Achievement in Middle School
In the middle school years, there are differences in academic achievements that are based on the parental education given to the child. Parental education is very important for the success or failure of the student when it comes to academics. This can be attributed by readily providing the necessary academic resources or social capital which is a very important attribute to the success of the student in school. These resources are directly linked to the success of a child in the elementary school (Lessard & Juvonen, 2019). Early adolescent usually acts as a window that can either boost the academic achievement of the child before everything starts to fall apart and others start leaving school because they think it is not a good place to be. However, very little is known about the factors available that might make it possible to moderate the differences that exist pertaining to parental education at the time when their child is at middle school. Comment by Microsoft Office User: This could be put more clearly. Parental education is a marker of socioeconomic status and a correlate of academic achievement.
One of the basic factors that lead to academic achievements disparities during the early stages of adolescent is the choice of friends that these young people keep. At this period there is high independence on parents and high dependence on friends. Friendship that exists between students who come from different family backgrounds which can be categorized as cross-class friendship may make it possible for the students to equalize their academic opportunities and thus replicate the same in their academic performance.
As much as the socioeconomic status of the parent, their occupation, their monthly income and education are related to the way a student performs in school, parental education given to student is the cornerstone of good or poor academic performance in school. For instance in a situation where a student has high school educated parents, 13% of them will work hard and in the end obtain a bachelor’s degree. This is compared to 49% of students who have parents with a bachelor’s degree. When an adolescent has a mother who attained a college degree, there are more than 230% chances that the child will complete his or her college studies. (Wohn et al., 2013). It is clear that all parents with different education levels value the level of education that their children can achieve but parents with high school education level find it very difficult to trace relevant resources that can help their children go through the process of education smoothly. Developmental scholars have been able to recognize that peer interactions have a great impact on learning and cognitive development. Comment by Microsoft Office User: It’s not “given to” the student. It’s just the parent’s level of education. Comment by Microsoft Office User: ?
When adolescents from dif.
Tsipporah Top of FormResults of the EvaluationThe results of.docxwillcoxjanay
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Commentary CollectionIn this special collection of CommentLynellBull52
Commentary Collection
In this special collection of Commentary
essays, Frederick M. Hess and four
education scholars discuss the pros and
cons for academics who want to wade into
public debate.
Read more from the collection.
COMMENTARY
How (and When) Researchers Should Speak Truth to Power
Four guidelines for academics who want to participate in heated education debates
By Pedro A. Noguera
January 16, 2018
In many respects, the polarization that characterizes the national political climate
has long been present in the debates over the direction of public education,
which took a particularly rancorous turn with the enactment of No Child Left Behind 16 years
ago. Fierce conflicts over the expansion of charter schools, school closures, high-stakes testing,
teacher evaluation, and the merits of the common core have been common in communities
across the country. Unlike the current political debates over immigration, taxes, and healthcare,
which typically pit Republicans against Democrats, the fault lines in these long-running conflicts
over education have frequently put leaders in the Democratic Party against constituencies that
are typically regarded as a stable part of their base, namely teachers' unions and parents and
activists in low-income communities of color.
Not surprisingly, some academics (myself included) have chosen to weigh in on these education
conflicts. Some have participated actively out of a sense of moral obligation because the
research they have done has a direct bearing on the issues under debate. Others have done so
because of their close political or ideological alignment to one side or the other. Most do quickly
learn that becoming embroiled in such heated debates, especially when the stakes are high,
always comes with risks to reputation, and in some cases, even job security.
Having participated in some of these battles over the
years, I have arrived at an understanding about how
and when to intervene in the debate through our
scholarship and writing. Here are criteria that I have
found helpful:
1) Avoid calling upon others to take stands that
you are not taking yourself. For example,
although I have been critical of high-stakes testing
for many years, I have never encouraged parents to
"opt out." I feel that this is a decision that each
parent must make on their own, and while I feel it is
appropriate to explain the merits and drawbacks
associated with high-stakes testing, I draw the line
at telling parents what to do with their children.
2) Only enter conflicts in which you have a
knowledgeable position that can be supported by research. This may seem like an
obvious rule of thumb, but I have seen many scholars drawn into debates where they lack the
expertise to offer well-reasoned positions. Invariably, their reputations are sullied when it turns
out they can't effectively defend a position they have taken.
How (and When) Researchers Should Speak Truth to Power - E... https://www.edweek.org/ew/articles/2018 ...
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
The school choice journey: Parents experiencing more than improved test scoresFLE Liberdade de Educação
Most of the existing literature on parental school choice misses the crucial story about why parents seek it and what it can do for them from a comprehensive perspective. Parents do not pursue student test-score gains so much as they seek safety and character development for their child. For themselves, parents view school choice as a pathway to dignity, respect, and empowerment.
Zubaidah AlamerSummary of Cross-Class Friendship and Academic Ac.docxgerardkortney
Zubaidah Alamer
Summary of Cross-Class Friendship and Academic Achievement in Middle School
In the middle school years, there are differences in academic achievements that are based on the parental education given to the child. Parental education is very important for the success or failure of the student when it comes to academics. This can be attributed by readily providing the necessary academic resources or social capital which is a very important attribute to the success of the student in school. These resources are directly linked to the success of a child in the elementary school (Lessard & Juvonen, 2019). Early adolescent usually acts as a window that can either boost the academic achievement of the child before everything starts to fall apart and others start leaving school because they think it is not a good place to be. However, very little is known about the factors available that might make it possible to moderate the differences that exist pertaining to parental education at the time when their child is at middle school. Comment by Microsoft Office User: This could be put more clearly. Parental education is a marker of socioeconomic status and a correlate of academic achievement.
One of the basic factors that lead to academic achievements disparities during the early stages of adolescent is the choice of friends that these young people keep. At this period there is high independence on parents and high dependence on friends. Friendship that exists between students who come from different family backgrounds which can be categorized as cross-class friendship may make it possible for the students to equalize their academic opportunities and thus replicate the same in their academic performance.
As much as the socioeconomic status of the parent, their occupation, their monthly income and education are related to the way a student performs in school, parental education given to student is the cornerstone of good or poor academic performance in school. For instance in a situation where a student has high school educated parents, 13% of them will work hard and in the end obtain a bachelor’s degree. This is compared to 49% of students who have parents with a bachelor’s degree. When an adolescent has a mother who attained a college degree, there are more than 230% chances that the child will complete his or her college studies. (Wohn et al., 2013). It is clear that all parents with different education levels value the level of education that their children can achieve but parents with high school education level find it very difficult to trace relevant resources that can help their children go through the process of education smoothly. Developmental scholars have been able to recognize that peer interactions have a great impact on learning and cognitive development. Comment by Microsoft Office User: It’s not “given to” the student. It’s just the parent’s level of education. Comment by Microsoft Office User: ?
When adolescents from dif.
Tsipporah Top of FormResults of the EvaluationThe results of.docxwillcoxjanay
Tsipporah
Top of Form
Results of the Evaluation
The results of the evaluation of the School Success Program showed improvement in academics for children who were victims of maltreatment. This program recognized that there is a correlation between poor school performance of children who were maltreated. The School Success Program assists maltreated youth in school with tutoring and mentoring by certified teachers (Mallett, 2012). This program recognized that children who are maltreated have learning difficulties in school. Providing assistance to maltreated children with tutoring and mentoring increased their performance in school. “Program participants have shown one-year improvements that are significant when compared with those of their non maltreated peers: Basic reading and comprehension skills improved 58 percent; math reasoning and comprehension skills improved 50 percent; basic writing skills improved 48 percent; and overall academic skills improved 51 percent” (Mallett, 2012, p.13). These results were noted from both genders and with minorities, especially males.
Background Information and the Key Message
Background information that I would need to present to show that this program is successful and should be implemented elsewhere, is to show the results of identified maltreated children without intervention and to compare the results to maltreated children with interventions. I would show graphs and data to compare the results and the increased improvement of the interventions is significant. I could provide results of a single research study to show how the intervention improved academic performance which is significant. Also, using results of past research studies. Physical abuse and neglect have been shown to have negative results on school performance. Showing how the tutoring and mentoring program improved academic performance is significant.
Strategies to meet your Colleagues’ Interests and Goals
Strategies to meet my colleagues’ interests and goals would be to utilize surveys to learn about concerns that my colleagues may have about poor academic performance. If the goal is to reach this population early to produce better results in school performance, the program that is yielding strong results should be implemented.
Questions Colleagues Might Have and Possible Reactions
Questions colleagues might have about the program is how do we reach the intended population? How do we implement the program and maintaining the fidelity of the program that yields the intended results? What skills and trainings do the tutors and mentors need to possess. I would show that we will screen for poor academic progress and poor attendance to identify some. When we are aware that a children services agency is involved with certain children, they are enrolled automatically in the program. Ensure that tutors and mentors can be interns in education, working on their teaching degrees. I believe if their questions are answered during the presentatio ...
Commentary CollectionIn this special collection of CommentLynellBull52
Commentary Collection
In this special collection of Commentary
essays, Frederick M. Hess and four
education scholars discuss the pros and
cons for academics who want to wade into
public debate.
Read more from the collection.
COMMENTARY
How (and When) Researchers Should Speak Truth to Power
Four guidelines for academics who want to participate in heated education debates
By Pedro A. Noguera
January 16, 2018
In many respects, the polarization that characterizes the national political climate
has long been present in the debates over the direction of public education,
which took a particularly rancorous turn with the enactment of No Child Left Behind 16 years
ago. Fierce conflicts over the expansion of charter schools, school closures, high-stakes testing,
teacher evaluation, and the merits of the common core have been common in communities
across the country. Unlike the current political debates over immigration, taxes, and healthcare,
which typically pit Republicans against Democrats, the fault lines in these long-running conflicts
over education have frequently put leaders in the Democratic Party against constituencies that
are typically regarded as a stable part of their base, namely teachers' unions and parents and
activists in low-income communities of color.
Not surprisingly, some academics (myself included) have chosen to weigh in on these education
conflicts. Some have participated actively out of a sense of moral obligation because the
research they have done has a direct bearing on the issues under debate. Others have done so
because of their close political or ideological alignment to one side or the other. Most do quickly
learn that becoming embroiled in such heated debates, especially when the stakes are high,
always comes with risks to reputation, and in some cases, even job security.
Having participated in some of these battles over the
years, I have arrived at an understanding about how
and when to intervene in the debate through our
scholarship and writing. Here are criteria that I have
found helpful:
1) Avoid calling upon others to take stands that
you are not taking yourself. For example,
although I have been critical of high-stakes testing
for many years, I have never encouraged parents to
"opt out." I feel that this is a decision that each
parent must make on their own, and while I feel it is
appropriate to explain the merits and drawbacks
associated with high-stakes testing, I draw the line
at telling parents what to do with their children.
2) Only enter conflicts in which you have a
knowledgeable position that can be supported by research. This may seem like an
obvious rule of thumb, but I have seen many scholars drawn into debates where they lack the
expertise to offer well-reasoned positions. Invariably, their reputations are sullied when it turns
out they can't effectively defend a position they have taken.
How (and When) Researchers Should Speak Truth to Power - E... https://www.edweek.org/ew/articles/2018 ...
Respond to at least two colleagues by offering critiques of their .docxwilfredoa1
Respond to at least two colleagues by offering critiques of their analyses. Identify strengths in their analyses and strategies for presenting evaluation results to others. Identify ways your colleagues might improve their presentations. Identify potential needs or questions of the audience that they may not have considered. Provide an additional strategy for overcoming the obstacles or challenges in communicating the content of the evaluation reports.
Student #1 (Janis):
The evaluation report I selected, the school success program: Improving maltreated children’s academic and school-related outcomes. I would present the results of the evaluation on maltreated children academic and school-related by first giving writing materials with data showing the percentage of academic of maltreated children. Present historical information on known facts of children of maltreatment struggling to being successful in school.
They need to know what types of maltreatment children are experiencing: physical, sexual, and psychological abuse. Children who experience different abuse have low school performance, mental health problems, use drugs, and staying in trouble in school. They are more likely to drop out of school, growing up being in and out of Jail. They are more likely to be held back a grade. They enter in school behind their peers. One sign of a children being maltreated is they have higher rate of being absent from school than children who are not maltreated. They are less motivated, engaged in their work, and lack good effective work habits (Mallett, 2012).
They need to know that maltreated children have been shown to increase their knowledge when they have a support system. Having help from children in the class room help them to become successful. I would show data where children have benefited from having tutors, mentors, and programs like Big Brother/Big Sister. The supportive program has been shown to improve the children academic. The programs are very effective in improved academic, behavior, and improvements with their parents, teachers, and peers (Mallett, 2012). Some questions that may be asked is: How to help the maltreated children focused on setting high goals for themselves? Do the maltreated children in the program continue to improve their life once they complete High School?
References
Mallett, C. A. (2012). The school success program: Improving maltreated children's academic
and school-related outcomes. Children & Schools, 34(1), 13–26.
Student #2 (Wilma)
The evaluation report that I chose was The School Success Program: Improving Maltreated Children's Academic and School-related Outcomes. This evaluation report introduces a School Success program for maltreated children in schools. It introduces interventions for these children that consists of certified teachers and tutors to address their poor academic issues. An analysis of how I would present the results of the evaluation to a group of social work colleagues is t.
Homeschooling enrollment skyrocketing as parents seek to protect children fro...World Truth
There is less faith now in the public education system than there ever has been. Homeschooling has increased by 75 percent in the last 14 years, according to a recent report in Education News. Homeschooling is growing seven times faster than a K-12 public education. Researchers predict that the homeschooling boom will continue to explode over the next 10 years, as parents seek to provide their son/daughter with a better education, one that is less controlling and less controlled.
Using
Data to
Improve Schools
Using
Data to
Improve Schools
What’s
Working
What’s
Working
Using Data to Improve Schools: What’s Working
ii
This publication was created with editorial assistance from KSA-Plus Communications
in Arlington, Va.
This report was produced in whole or part with funds from the Office of Educational
Research and Improvement, U.S. Department of Education, under award # R215 U99
0019. Its contents do not necessarily reflect the views or policies of the Department of
Education.
About AASA
The American Association of School Administrators, founded in 1865, is the professional
organization for over 14,000 educational leaders across the United States and in other
countries. AASA's mission is to support and develop effective school system leaders who
are dedicated to the highest quality public education for all children.
iii
Foreword
School system leaders are discovering the power of data for promoting school improvement.
With recent advances in technology and the increased demand for assessing student learning,
an unprecedented amount of data are available to educators. School districts across America are
beginning to use the tools necessary to make effective use of the data. In addition to test scores,
many educators are collecting data about citizenship, character, healthy lifestyles, school climate
and parental and community involvement.
One superintendent reflected that “We spend a lot of time on testing but not much time on
what to do with the test results.” As educators shift their focus from simply reporting test results
to using the data to improve instruction, data become essential ingredients in school improve-
ment. Educators know that the effective use of data can measure student progress, evaluate
program and instructional effectiveness, guide curriculum development and resource allocation,
promote accountability and, most importantly, ensure that every child learns.
Using Data to Improve Schools: What’s Working is an easy-to-read guide to using data to drive
school improvement. School system leaders and their staffs can learn from this book how to
build a districtwide culture of inquiry that values the use of data for sound decision-making.
School board members, parents and community members interested in helping improve schools
will find tools for their work as well in this guide. It describes the challenges and the successes of
educators from districts both large and small committed to using data.
We are sure that you will find this guide useful in your ongoing efforts to provide leadership
to your schools and communities.
Paul D. Houston, Ph.D.
Executive Director
American Association of School Administrators
Using Data to Improve Schools: What’s Working
iv
Bill Adams
Superintendent
Salem County Vocational Technical Schools
Woodstown, N.J.
Lance Alwin
Superintendent
Antigo Unified School District
Antigo, Wis.
Mary Barter
Superintendent
Durango School.
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Helping Parents Make Sense of Educational System in America
1. Helping Parents Make Sense of Educational System in
America
http://k12educationsystem.com/helping- parents- make- sense- of- educational- system- in- america/ April 10, 2013
The educational system in America is one the top talking points among parents throughout the
country and this is why many turn to things such as K12 reviews to gather information to make
assessments, decisions and recommendations.
Parents struggle with understanding how the school that their child or children attend ranks in
comparison to not only other schools throughout the United States; but also how well those
exact school fare compared to those in other countries. This type of research can provide
great insight in to one of the most important issues facing parents and caregivers; as
education is a mandatory part of raising children properly so that they are primed for their
future.
Though many people question the educational system in America, it is imperative to perform
due diligence in the manner of finding out information on other schools in order for a true
comparison to be made. This is the way in which data and statistics can be gathered, typically
through the use of K12 reviews, so that the school in question can be pitted against others to
see test scores, curriculum, student to teacher rations and overall achievement results fare
when two different schools are compared.
Compare Like Institutions
You further need to take the issue of the educational system in America one step further by
making sure that you compare like institutions, demographics, geographical areas and regions.
This is where you would delve deeper in to such K12 reviews to make sure that if you are trying
to gauge the benefit and success of one school in an urban area you are using a similar school
for those comparisons to be accurately and appropriately made. This means that you comb
through and read reviews for like areas and demographics so that you do not get skewed
results as rural schools and urban schools truly operate and function in different ways based
on their location, population base and other macro and external factors that all come together
to dictate how the school is organized, run and managed.
2. Gather Relevant Inf ormation
You can opt to research and assess the educational system in America on your own as this will
help guide you in terms of making the most informed decisions for you and your children. You
have the ability, through K12 reviews, to gather all of the relevant information you need to
make those important and imperative decisions. The fact that many schools are lacking in
various areas of academics, management and function is why such tasks fall on the shoulders
of parents as they are the ones who have the vested interest in their own children’s future. It is
no longer an assumption that a school residing in an affluent area has the best educational
offering as many other options such as charter schools and private institutions also exist and
could potentially make more sense for your needs.
Be Proactive
The ongoing and ever present educational system in America debate is one that has been
raging for decades. Things such as K12 reviews have come into existence specifically to help
parents who want to be proactive in terms of their children’s education get the detailed
information they need in order to make those tough and right decisions. Parents cannot afford
to be passive when it comes to their children’s future; and especially in terms of the education
that all children need as a base for success in their own future endeavors. This is why
education is a hot topic and one that needs to be routinely reviewed.
The educational system in America is a changing and evolving one and that requires parents,
more so now than ever before, to use things such as K12 reviews so that they can help their
children get the education they need and thus deserve.
Here are a f ew K12 reviews f or you to consider.
Great Schools in US
International Comparison of Achievement
How Does America Rank Compared to Other Countries
Best High School Rankings By State
Best Magnet Schools
Best Charter Schools
Top 100 Best Performing Public Schools in the U.S
Top public schools: Large U.S. cities
About Dr. Patricia Fioriello
Dr. Patricia Fioriello is a K-12 online education consultant and founder of
K12EducationSystem.com.