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Can Personalized Text Messages and Peer Mentor Outreach Increase College Going Among Low-Income High School Graduates?
This academic paper, written by Benjamin Castleman of Harvard University and Lindsay Page of Harvard's Center for Education Policy Research, investigates text messaging and peer mentor outreach as two promising approaches to inform students of college-related summer tasks and to connect them to professional support when they need help.
Trends and Challenges for Low-Wage Workers
This report, released by the Economic Policy Institute in April 2012, focuses on low-wage workers- who they are, where they work, where they live, and what their future challenges may be in regards ti education/skill requirements, job quality, and wages.
Emerging Federal Role for Competency Education
This report, released on April 25, 2013, is the the first part of KnowledgeWorks' "Competency Education Series." The report is designed to help policymakers develop a deeper understanding of the competency model, the growing national movement, and key barriers within federal accountability and assessment systems that pose a challenge to this work.
2013 Annual Report: Actions Needed to Reduce Fragmentation, Overlap, and Duplication and Achieve Other Financial Benefits
This report, issued by the Government Accountability Office in early April 2013, provides an update on issues referneced in the 2011 and 2012 reports while also identifying more areas of concern. The goal of this series of publications is to improve the efficiency and effectiveness of federal government programs and activities.
Costs and Benefits of Using Tests that Help Students Learn
This report, released by the Stanford Center for Opportunity Policy in Education, provides data on what staets and districts currently spend on tests; examines the failings of current multiple-choice tests; and analyzes the sots and opportunities of creating, implementing, and scoring assessments that ensure students are equipped with 21st century competencies.
Report on Integrating Common Core and Teacher Effectiveness
This report, released by the Council of Chief State SChool Officers and the Aspen Institute in March 2013, provides ten orgnaization and functional recommendations to ehlp state departments succeed in carrying out the new responsibilities necessary to see long-term imporvements in teacher and student outcomes (via implementing Common Core State Standards and teacher effectiveness standards).
Retention Best Practices: A Collection of Best Practices from North Carolina Community Colleges
This report, compiled by the Student Development Services within the North Carolina Community Colegee System, discusses the best practices of several North Carolina Community Colleges in their efforts to address and imrpove retention by providing increased services, caring strategies, early interventions, and other methods and/or courses of action. Best practices are listed by college and topic with campus contact information included.
Strengthening High School Teaching and Learning in New Hampshire's Competency-Based System
This report, released by the Alliance for Excellent Education in January 2013, profiles how two high schools in New Hampshire made this shift and examines the necessary changes at both the school and in state policy. Competency-based advancement is an important part of New Hampshire‚??s strategy for implementing the Common Core State Standards and meeting the state department of education‚??s goal that every student ‚??deserves a course of study that allows him or her to learn in a deep, meaningful, and practical way.‚?Ő
First-Year Undergraduate Remedial Coursetaking: 1990-2000, 2003-04, 2007-08
This report, released by the National Center for Education Statistics (NCES) in January 2013, finds a decline in the percentage of first-year undergradaute students who reported enrolling in remedial courses. Moreover, remedial course-taking rates declined among stundets of color, but they continue to be higher than those of their white peers.
Keeping Kids on Track in the Middle School Years: Investing in Out-of-School Time Staff and Volunteer Competencies as a Dropout Prevention Strategy
This report, released by the National Human Services Assembly in January 2013, discusses solutions to problems known as "dropping out" and "disconnected youth." The brief makes the case for a specific evidence-based strategy: ensruing that adults who serve middle schoolder have the competencies needed to deliver highly effective out-of-school time (OST) services. Three leading practices are highlighted: training and development specific with this age group and its development stages, aligning talent development with quality improvement, and investing in OST managers' competencies.
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