School and System Designs to Increase Graduation Rates and Lift Student Performance: Impact of Small Schools and Charters on Academic Achievement of Low Income Students in the United States
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This document summarizes research on school reform strategies aimed at increasing graduation rates and student performance among low-income students. It describes how New York City closed underperforming large high schools and replaced them with new small schools and charters designed around principles of effective schools. These reforms led to dramatic improvements, with graduation rates rising from 35% to over 75% on average. Examples of high-performing charter networks, such as Green Dot and North Star Academies, showed how school designs emphasizing accountability, high expectations, and extended learning time can help close achievement gaps.
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1) The document discusses the opportunity for technology to improve organizational efficiency and transition economies into a "smart and clean world."
2) It argues that aggregate efficiency has stalled at around 22% for 30 years due to limitations of the Second Industrial Revolution, but that digitizing transport, energy, and communication through technologies like blockchain can help manage resources and increase efficiency.
3) Technologies like precision agriculture, cloud computing, robotics, and autonomous vehicles may allow for "dematerialization" and do more with fewer physical resources through effects like reduced waste and need for transportation/logistics infrastructure.
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The document summarizes Diplomas Now, a comprehensive school turnaround model. It received a $30 million federal grant and $6 million private match to implement the model in 60 high-poverty middle and high schools across 10 districts, reaching 57,000 students. The goal is to achieve 80% graduation rates and reduce the number of students entering high school below grade level by 66% through early identification of at-risk students and providing intensive academic and social-emotional supports. Initial results from the first year of implementation showed improvements in keeping students on track to graduate.
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Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
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The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
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- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
Massachusetts Early College Initiative Launch
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Sept. Presentation Changes
The Jefferson Davis County School District aims to provide a rigorous yet nurturing learning environment where students can achieve their full potential through high academic standards, character education, and respect for diversity. The district's vision is for all students to achieve lifelong learning and proficiency in all subjects, contributing positively to the community. The district believes that school should be a caring community that guides students towards excellence while respecting various cultures. It also believes in assessing student progress frequently using various techniques to monitor achievement of instructional and social goals, with the aim of producing enthusiastic lifelong learners. The district has five strategic goals: improving academic achievement, increasing leadership capacity, strengthening stakeholder communication, developing a sound budget, and improving the learning environment.
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The document summarizes President Obama's 2010 education reform plan, called the Blueprint for Reform. It overhauls the Elementary and Secondary Education Act to help ensure all students receive a complete education and are college and career ready. Key elements include developing rigorous common standards in core subjects; improving assessments; recruiting and supporting effective teachers and principals; meeting the needs of diverse learners including English learners; and providing competitive grants to foster innovation. The plan aims to improve student achievement, close achievement gaps, and better prepare students for success beyond high school.
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Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national initiative that champions the importance of a twenty-first-century liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality.
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The document discusses Colorado's efforts to redesign developmental education. It notes that developmental education enrollment and costs have increased significantly in recent years despite low completion rates, especially in math. Colorado established a Developmental Education Task Force to recommend reforms that promote greater student success. Emerging recommendations include revising assessment and placement, compressing and mainstreaming developmental course sequences, and providing additional academic and non-academic supports for students. The goal is to improve developmental education outcomes and help more students complete college programs.
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The document outlines strategies for closing the achievement gap and increasing student achievement. It discusses that achievement gaps exist where minority students are behind white students and this gap grows from elementary to high school. It states that teacher efficacy, or a teacher's belief in their ability to help students learn, is highly correlated with student achievement gains. The document proposes several strategies like differentiating instruction, developing cultural competence, focusing on early learning, and strengthening family/community connections to increase teacher efficacy and student achievement.
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The document proposes establishing a yearly leadership academy for principals and assistant principals in the Birmingham City Schools. It outlines the need for leadership development, describes how other school systems have implemented successful leadership academies, and provides a proposed structure, curriculum, costs, and funding sources for starting an academy in Birmingham City Schools. The goal is to equip participants with the skills to improve student achievement and transform the quality of instruction across the school system.
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This document discusses comprehensive strategies for improving urban schools based on a case study analysis. It finds that successful urban schools have strong instructional leadership, shared visions, high expectations, and student-centered teaching. It also finds that retaining quality teachers requires administrative support, professional development, and respecting teachers as professionals. Additionally, engaging parents and the community is important through strategies like family resource centers and recognizing various forms of parental involvement.
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This document discusses two models for eliminating remedial courses: early college high schools and New Tech schools. Early college high schools allow students to earn both a high school diploma and the first two years of college credits simultaneously. They target underserved student populations and provide supports to help students succeed academically, socially, and emotionally. New Tech schools use project-based learning, 1:1 computing, and standards-based instruction to develop students' self-management, cognitive, and college readiness skills. Both models aim to accelerate students' mastery of college-level skills and completion of gateway courses.
Creating a shared vision project
The document outlines a plan to improve equity in the Mercer Area School District through collaboration and data-driven decision making. It begins with forming an Equity Audit Team to analyze student achievement, program enrollment, and attitudes. Their findings show disparities between student groups. To address this, the plan calls for:
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2. Regular data collection and shared leadership between stakeholders to guide decisions.
3. Developing an Action Team for Partnerships to coordinate family/community involvement.
4. Implementing a framework that leads change through auditing practices, developing goals, empowering stakeholders, and ongoing reflection.
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The document discusses Hartford, Connecticut's education reform efforts to address low performance and high dropout rates. It overhauled the school system using a "managed performance empowerment" approach, creating schools of choice including career academies modeled after the National Academy Foundation. These reforms aimed to improve outcomes through rigorous college-preparatory curricula, specialized themes, autonomy, and close student-teacher relationships. Early results showed improved graduation rates, with NAF schools graduating over 70% of students compared to Hartford's 29% baseline rate.
Esea proposal
The document outlines the U.S. Department of Education's goals for reauthorizing the Elementary and Secondary Education Act (ESEA). It discusses raising standards to prepare students for college and careers, developing effective teachers and leaders, providing a well-rounded education, meeting the needs of diverse learners, and fostering innovation through competitive funding programs. A key goal is to shift the federal role in education to focus on rewarding success and supporting evidence-based reforms.
Achieving Schooling Success For Each Student
A major and pressing problem facing educators, particularly in the context of the current national agenda of achieving schooling success for each student, is the consistent finding of differential correlation among low, mid-range, and high academic achievement in different groups of ethnic minority students.
Source: https://ebookschoice.com/achieving-schooling-success-for-each-student/
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This document discusses early learning and the Local Control Funding Formula (LCFF) in California. It provides background on LAUP, an organization dedicated to improving preschool access. It then summarizes data showing LAUP students are better prepared for kindergarten and cites research that high-quality preschool benefits students long-term. The LCFF is introduced as providing more school funding and flexibility to support at-risk students. The document argues that preschool can help meet several LCFF priorities and lists potential uses of LCFF dollars to expand preschool access and quality. It emphasizes that investing in preschool can save school districts money in the long run. Finally, it notes LAUP's work with LA school districts and encourages districts
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Ivy Tech Community College is implementing student success courses as part of its efforts to increase completion rates through Achieving the Dream. The courses focus on academic skills, life skills, and college transition seminars. Initial data shows the courses have increased persistence and course completion rates. Ivy Tech plans to communicate about the courses through emails, websites and meetings to instructional teams, students and the public. The goal is to share best practices and the impact of using student success courses as part of a comprehensive first-year experience program.
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Despite some gains over the past 20 years, significant numbers of students are not meeting grade-level expectations as defined by performance on academic assessments. Meanwhile, few schools are able to support the sort of accelerated academic learning needed to catch students up to grade-level expectations.
Evidence indicates this is not for lack of educator commitment or dedication. Instead, many educators lack clarity about how to help students catch up. Common messages about holding a high bar for academic rigor and personalizing learning to meet students where they are can be perceived as being at odds with one another.
“Unfinished: Insights From Ongoing Work to Accelerate Outcomes for Students With Learning Gaps” synthesizes a broad body of research on the science of learning in order to inform efforts to help students close gaps and meet grade-level expectations. This deck argues that helping students catch up is not about rigor or personalization — classrooms need both.
Closing learning gaps requires students to be motivated and engaged to grapple with challenging, grade-level skills and knowledge — while also having their individual learning needs met.
The report identifies what must happen among educators, systems-level leaders, teacher developers, instructional materials providers, and technology experts to move beyond the dichotomy of “rigor versus personalization” and toward a future that effectively blends the two.
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Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
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For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 4
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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- 1. School and System Designs to Increase Graduation Rates and Lift Student Performance: Impact of Small Schools and Charters on Academic Achievement of Low Income Students in the United States Presentation to the Asia Pacific Leaders Forum on Secondary Education Michele Cahill, Carnegie Corporation March 2008
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