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NEW! A KEY
TO LITERACY: PARENTS TALKING WITH THEIR KIDS |
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NEW! COLLEGE
SUMMIT ADDRESSES THE HIGHER EDUCATION ACCESS GAP |
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NEW! IMPROVE
STUDENT ACHIEVEMENT: FOCUS ON THE INDIVIDUAL |
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NEW! INCREASE
ELL PARENTAL INVOLVEMENT, CLOSE ACHIEVEMENT GAPS |
NEW! Teaching Mom--Learning More? Kids may roll their eyes when their mother asks them about their school day, but answering her may actually help them learn. New research from Vanderbilt University reveals that children learn the solution to a problem best when they explain it to their mom. |
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Gender Differences in Mathematics The connection between parental influence and children's interest in math and science has received increasing attention among researchers, as educators search for ways to urge more students to pursue the subjects. |
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INSIDE
HIGHER ED "Involved Parents, Satisfied Students" Students who frequently contact their parents -- and whose parents frequently contact college officials on their behalf -- are more satisfied with their college experience and report higher levels of engagement than do their counterparts, according to the National Survey of Student Engagement. But students with the hyper-involved parents had significantly lower grades than others, the survey noted. |
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AS
MORE SCHOOLS FAIL, MORE STUDENTS SPURN SUPPLEMENTAL SERVICES
Supplemental educational services (SES), as part of the No Child Left Behind Act, were supposed to boost student achievement by expanding the opportunities available to underserved populations and provide incentives for failing schools to improve instruction. The crux of supplemental services is the notion that the private sector can provide superior programs than those offered in public schools, making SES similar to vouchers or charter schools in that school reform is tied to free market competition and consequently more stringent accountability. However, the services have largely been ignored and underutilized. Recent research from the Civil Rights Project at the University of California at Los Angeles suggests that the demand for supplemental services has either declined or leveled off during the last five years. One potential reason for the lack of interest is that there has been little demonstrable evidence that SES positively affects student achievement. In fact, there is much belief that the program, as it is currently constructed, does not result in performance gains. |
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WHAT
YOU NEED TO KNOW BEFORE KIDS START SCHOOL The Early Childhood Longitudinal Study, Birth Cohort (ECLS-B) is the first nationally representative study that assesses early mental and physical development, the quality of early care and education settings and the contributions of parents to the lives of children in the years leading up to school. The report, which provides information on children when they were about four, finds that children with two-parent families scored higher than children with single-parent families on the overall literacy scale score, a pattern repeated in the results of letter recognition and phonological awareness. In addition, while 65 percent of children demonstrated proficiency in numbers and shapes, only 40 percent of children with lower socioeconomic status (SES) demonstrated proficiency, whereas 87 percent of children in higher SES families were able to do so. The study is intended to encourage analysis of the data by sophisticated methods, as people are cautioned not to draw causal inferences based on the results presented. |
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QUALITY
OF HOME LIFE KEY IN CLOSING OR OPENING ACHIEVEMENT GAPS
The gaps in critical home conditions and experiences of young children mirror the achievement gaps that begin early in life and persist through high school, according to results from a new study conducted by the Education Testing Service. The study’s researchers examined the factors that influence early childhood learning and found that 33 percent of children live in families in which no parent has a full-time, year-round job. Additionally, by age four, children of professional families hear 35 million more words than children of parents on welfare. According to Paul Barton, who co-authored the report, "single-parent families, parents reading to children, hours spent watching television and school absences, when combined, account for about two-thirds of the large differences among states in National Assessment of Educational Progress reading scores." The study suggests that in order to improve schools and student achievement, reform efforts must go beyond the public policy arena and focus on creating home and community environments that aid in educational development. |
NEW! Do
Title I School Choice and Supplemental Educational Services Affect
Student Achievement? |
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"Study
Examines Public, Private Schools" Low-income students who attend urban public high schools generally do just as well as private-school students with similar backgrounds, according to a Center on Education Policy study. Some research has found a private-school advantage even when income levels are taken into account. The new study not only compared students by income levels but also looked at a range of other family characteristics, such as whether a parent participates in school life. |
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INSIDE
HIGHER ED "40 Years of Changes in the Student Body" University of California at Los Angeles' Higher Education Research Institute is releasing a broad overview of trends gleaned from the survey. The report, "The American Freshman: Forty-Year Trends 1966-2006," highlights some striking changes in the makeup of college freshman classes, many of which confirm widely reported trends -- but not without a few surprising findings. Today's freshmen are the most well-off since at least 35 years ago -- with median incomes 60% above the national average, as compared to 46% above average in 1971. The report also highlighted a difference between public and private incoming freshmen: the income of families sending students to public institutions is rising faster than that for students at private colleges. Being well-off is students' number-two priority (73.4%) -- second only to raising a family -- but helping others comes in third, the highest it's been as a priority in 20 years. The report also highlighted several other trends. |
| ADVOCACY
& POLICY CHANGE Advocacy that influences or informs public policy has the potential to achieve large-scale results for individuals, families, and communities. Consequently, there is much interest in understanding how to make advocacy and policy change efforts more effective. While previously relegated as "too hard to measure," advocacy evaluation has become a burgeoning field. This 32-page issue of Harvard Family Research Project’s "The Evaluation Exchange" helps to build this new field by defining the developments that are shaping it and showing how enterprising evaluators, nonprofits, and funders are tackling the advocacy evaluation challenge. |
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RETURNS
TO THE PUBLIC FROM INVESTING IN EXCELLENT EDUCATION Is excellent education for all America’s children a good investment? We know that quality education is expensive, but poor and inadequate education for substantial numbers of our young may have public and social consequences that are even more costly. Do the benefits to society of investing in improved outcomes for the most disadvantaged students outweigh the costs? Read More... |
| WHY
DO HISPANIC CHILDREN FALL BEHIND? The National Task Force on Early Childhood Education for Hispanics urges that Hispanic children be enrolled in high quality education programs as early as possible in order to make more rapid progress in closing the Hispanic-White achievement gap. Hispanic children, especially those from disadvantaged circumstances, continue to lag behind non-Hispanic Whites on measures of school readiness and school achievement, including in reading and mathematics. At the same time, there is growing evidence that large state-funded prekindergarten (pre-K) programs are producing valuable school readiness gains for Hispanic youngsters who have the opportunity to attend them. Head Start also is beneficial. In addition, high quality infant/toddler programs can contribute to greater school readiness. The earlier Hispanic children have access to high quality educational programs, the better. However, despite the benefits of greater access to such programs, Hispanic youngsters continue to be un! derrepresented among children who attend pre-K for several reasons. Among them are an inadequate supply of affordable preschool seats in many Hispanic communities, a lack of information for Hispanic parents on the programs that are available, and language barriers with program operators. A great deal of emphasis should be on pursuing more effective ways to improve early language development among Hispanic English language learners from disadvantaged circumstances, owing to the importance of early language skills in predicting later success in school. Read More... http://www.ecehispanic.org |
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"Studies
Mixed on National Certification for Teachers" Does having a teacher who is nationally certified make a difference when it comes to boosting student test scores? Yes and no, according to a set of working papers published online by the National Center for Analysis of Longitudinal Data in Education Research, or CALDER. The four reports draw on statistics from Florida and North Carolina. One paper found that North Carolina students in classes taught by nationally certified teachers learned significantly more over the course of a school year than students of teachers without that distinction. But a separate study of Florida students concluded that teachers with the credential seemed to be more effective only in some grades, some subjects, or some tests. Apart from the national-certification question, center researchers found that: teacher experience mattered in both states; Florida teachers who had taken more pedagogical-content courses produced better learning gains than teachers who had taken fewer such courses; and North Carolina students learned significantly more when their teachers held regular teaching licenses, as opposed to emergency or other kinds of state certification, and from teachers who had scored higher on state licensing exams. Read More... |
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DOES
SCHOOL CHOICE INCREASE PARENT INVOLVEMENT? Choice proponents argue that allowing parents to choose schools that match their preferences reduces local conflicts and encourages effective school management practices. As a result, parents are more willing to participate in school activities. A new paper by Jack Buckley uses data from the National Household Education Survey (NHES) to compare parent involvement in four types of schools: assigned public, chosen public, non-religious private, and religious private. Read More |
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THE
2006 ACHIEVEMENT GAP STUDY Northwest Evaluation Association (NWEA) researchers have released a new study on the achievement gap. The achievement gap is the difference between the academic performance of students in poor versus wealthy schools and between minority and non-minority students. The study revealed that for every group at every grade, students from poor schools grew less than students from wealthy schools and minority students exhibited less growth than their non-minority peers. In general, students enrolled in high poverty schools, African-American students and Hispanic students begin school with lower skills, grow less academically during the school year and lose more skill over the summer than their wealthier and European-American peers. In the case of the African-American students in these samples, the concern carries added emphasis. Their rate of change over the two-year projection was the lowest of all groups, suggesting that the achievement gap between student segments remains a significant problem. "This study should be a wake up call for educators, as it reveals real differences in student achievement based on socio-economic status," said Allan Olson, president of NWEA. "The use of growth data provides a clear picture of individual student growth and helps inform educators on specifics areas where students need focused instruction." Read More... |
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HOW
TO BRING SCHOOLS INTO 21st CENTURY For the past five years, the national conversation on education has focused on reading scores, math tests and closing the "achievement gap" between social classes. This week a new public conversation will burst onto the front page, when the New Commission on the Skills of the American Workforce, a high-powered, bipartisan assembly of education secretaries, business leaders and a former governor releases a blueprint for rethinking American education from pre-K to 12 and beyond to better prepare students to thrive in the global economy. While that report includes some controversial proposals, there is nonetheless a remarkable consensus among educators and business and policy leaders on one key conclusion: we need to bring what we teach and how we teach into the 21st century. Right now we're aiming too low. Competency in reading and math -- the focus of so much No Child Left Behind testing -- is the meager minimum. Scientific and technical skills are, likewise, utterly necessary but insufficient. Today's economy demands not only a high-level competence in the traditional academic disciplines but also what might be called 21st century skills. Here's what they are: Knowing more about the world; Thinking outside the box; Becoming smarter about new sources of information; and Developing good people skills. Can our public schools, originally designed to educate workers for agrarian life and industrial-age factories, make the necessary shifts? |
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TEACHING
INEQUALITY: HOW POOR AND MINORITY STUDENTS ARE SHORTCHANGED ON TEACHER
QUALITY A report out today from the Education Trust provides new information on the impact of teacher quality on student achievement and offers specific steps states should take to remedy the persistent practice of denying the best teachers to the children who need them the most. Click below for more information and to read related statements from Senator Barack Obama and Congressman George Miller. http://www2.edtrust.org/edtrust/Press+Room/teacherquality2006 |
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HIGH
CONCENTRATION OF LIMITED-ENGLISH LEARNERS CHALLENGES IMPLEMENTATION
OF NCLB New research from the Urban Institute explains why No Child Left Behind (NCLB) may be one of the most important pieces of immigrant integration legislation in the past decade. http://www.urban.org/UploadedPDF/411231_whos_left_behind.pdf |
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2005
KIDS COUNT DATA BOOK KIDS COUNT is a national and state-by-state effort to track the status of children in the U.S. This site, supported by the Annie E. Casey Foundation, focuses on an interactive presentation of data from the 2005 KIDS COUNT Data Book, released July 27. http://www.aecf.org/kidscount/sld/databook.jsp |
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"Complementary
Learning" from the Evaluation Exchange at the Harvard Education
webpage. The topic of this issue of The Evaluation Exchange is complementary
learning. Complementary learning posits that we can bolster children's
learning and achievement by linking and aligning both the school and
nonschool arenas in which children live, learn, and play. This means,
for example, linking schools with early childhood programs, out-of-school
time programs, and other programs based in the community. http://www.gse.harvard.edu/hfrp/eval/issue29 |
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FOCUSING
ON STUDENT PERFORMANCE THROUGH ACCOUNTABILITY States face new challenges as they adapt to the requirements of the federal No Child Left Behind Act of 2001. This report from Southern Regional Education Board reviews selected states' progress in implementing their accountability systems and in improving student performance in all groups. http://www.sreb.org/main/Goals/Publications/Accountability.asp |
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As
of this past year Latino children (sometimes referred to as Hispanic
by governmental agencies) constitute the largest minority group attending
the nation's public schools and, by the year 2000, Latinos will become
the largest minority group in the U.S., surpassing African Americans.
As a whole, the nation's public school systems have not done well
by this population as evidenced, for example, by the relatively high
dropout rates for Latinos compared to the general population. http://nlerap.hunter.cuny.edu/ |
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HIGH
ACHIEVEMENT FOR STUDENTS OF COLOR Programs that have been effective in reducing the achievement gap share two common threads: a demanding curriculum and a strong social support system that values and promotes academic achievement. Performance improves when all students have the opportunity to learn the same challenging curriculum, marked by high standards and expectations. Attention also must be given to the social environment. Effective programs surround students with evidence that the people they most care about think academic success and effort are important. For elementary students, this means committed parental involvement. For older students, the support network expands toward peer groups and mentors. http://www.aera.net/uploadedFiles/Journals_and_Publications/Research_Points/RP_Fall-04.pdf |
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Several
new reports that were on the Harvard FINE (Family Involvement Network
of Educators) website The Early Childhood Longitudinal Study http://nces.ed.gov/ecls/ From Kindergarten Through Third Grade: Children's Beginning School Experiences Study http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004007 |
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BUILDING
THE FOUNDATION FOR BRIGHT FUTURES The first years of life are a critical time for development of the foundational skills and competencies that children will need for success in school and in life. Too often, children who enter their kindergarten classroom without these skills and competencies start behind and stay behind. http://www.nga.org/center/divisions/1,1188,C_ISSUE_BRIEF%5ED_7819,00.html |
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Not
all types of parent involvement are equal when it comes to helping
preschool children learn, a recent study concludes. Researchers from
the University of Pennsylvania in Philadelphia found that parent involvement
that takes place in the home is associated with better outcomes in
children than school-based involvement efforts. The researchers base
their findings on a six-month study of 144 urban preschoolers form
a Northeastern city who were enrolled in the federal head Start program
for disadvantaged children. The researchers found that children whose
parents provided them with learning space at home, asked them about
the school day, read to them, or showed interest in their learning
in other ways tended to have bigger vocabularies, longer attention
spans, fewer behavior problems, and more motivation to learn than
children whose families scored lower on the home-involvement scale. http://www.nasponline.org/publications/spr334fantuzzo.pdf |
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The
Context and Meaning of Family Strengthening in Indian America August 2004 This report to the Annie E. Casey Foundation by The Harvard Project on American Indian Economic Development examines what the term “family strengthening” means in Indian America. http://www.aecf.org/publications/data/fs_indian_america.pdf |
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Center
for Multilingual Multicultural Research The Center is an organized research unit at the University of Southern California, facilitating the research collaboration, dissemination and professional development activities of faculty, students, and others across School of Education, university and outside organizational lines. http://www.usc.edu/dept/education/CMMR/home.html |
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Article
Says Study Obscures Failed Teaching Policies A Teach for America study on teacher effectiveness was recently slammed by the Southeast Center for Teaching Quality, which found that, bottom line, student achievement was abysmal. The thoughtful article suggests that rather than help kids "tread water until they drown in the sea of poor teaching they experience," we use as models the many school districts and teacher education programs that are successful in giving teachers the preparation they need to raise student achievement. http://www.mathematica-mpr.com/publications/PDFs/teach.pdf |
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PROMOTING
FAMILY INVOLVEMENT IN CHILD LEARNING & DEVELOPMENT Harvard Family Research Project has just released the Winter 2004/2005 issue of "The Evaluation Exchange." The latest issue's topic is evaluating programs that promote families' involvement in children's learning and development. The new issue compiles the current knowledge base on family support and involvement programs and provides a continuous perspective on family processes surrounding children's learning and development, from a child's early years through adolescence. Articles in the issue address the challenges of evaluating family programs, including the need for conceptual clarity, methodological rigor, accountability, and contextual responsiveness. In an interview with Jeanne Brooks-Gunn she reflects on breakthrough findings and new directions for research, evaluation, and practice in family-focused interventions. Rounding out the issue are examples of ongoing evaluations of parent leadership and organizing programs that are working to ensure that schools serve all children at high standards. http://www.gse.harvard.edu/hfrp/content/eval/issue28/winter2004-2005.pdf |
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The Center for the improvement of Early Reading Achievement (CIERA)
is a national center for research on early reading. www.ciera.org/index.html |
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Parental Choice of Schools The percentage of children whose parents enrolled them in chosen public schools increased between 1993 and 2003. Differences in parents’ choice of public school are related to grade level, region, and race/ethnicity. http://nces.ed.gov/programs/coe/2004/section4/indicator25.asp |
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The Partnership for Reading is a national reading research dissemination
project authorized by the No Child Left Behind Act of 2001 (P.L. 107-110).
The Partnership for Reading's mission is to make scientifically-based
reading research more accessible to educators, parents, policymakers,
and other interested individuals. The Partnership for Reading efforts
include a diverse set of public awareness, professional development,
and program replication activities. The National Institute for Literacy
(NIFL) is responsible for carrying out this effort and uses existing
information dissemination networks when possible. http://www.nifl.gov/partnershipforreading |
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This is a link to an article called "Great Expectations: How
the Public and Parents — White, African American and Hispanic
— View Higher Education." http://www.publicagenda.org/specials/highered/highered.htm |
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The National Center for Public Policy and Higher Education promotes
public policies that enhance Americans' opportunities to pursue and
achieve high-quality education and training beyond high school. As
an independent, nonprofit, nonpartisan organization, the National
Center prepares action-oriented analyses of pressing policy issues
facing the states and the nation regarding opportunity and achievement
in higher education-including two- and four-year, public and private,
for-profit and nonprofit institutions. This is a link to an article
called "With Diploma in Hand: Hispanic High School Seniors Talk
About Their Future" By John Immerwahr http://www.highereducation.org/reports/hispanic/hispanic.shtml |
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Research
on comparing low and high income families and how they communicate
with children http://www.aft.org/pubs-reports/american_educator/issues/summer04/gap.htm |
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National
STaff Development Council has an excellent annotated bibliography
on the research on parent involvement. http://www.nsdc.org/standards/family.cfm |
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SEDL
has a good summary page addressing their data base of research on
parent involvement. http://www.sedl.org/connections/resources/bibintro.html |
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The Impact of Parent/Family Involvement on Student Outcomes: An Annotated
Bibliography of Research from the Past Decade http://www.directionservice.org/cadre/parent_family_involv.cfm |
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A
Review of Literature on Hispanic/Latino Parent Involvement in K-12 Education Over the next decade there will be considerable changes in the demographics of the population in the United States. http://www.buildassets.org/products/latinoparentreport/latinoparentrept.htm |
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African Americans Achieve More Gains Between 4th and 8th Grade A fascinating study from the Educational Testing Service tracked the achievement of a cohort of students from fourth to eighth grade. http://www.ets.org/research/pic/growth2.pdf |
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The What
Works Clearinghouse (WWC) is pleased to announce today the release
of the first wave of WWC Study Reports on Middle School Math curricula
(MS Math) and Peer-Assisted Learning (PAL) interventions. The new
WWC website launched today and provides access to comprehensive and
user-friendly reports reviewing evidence of effectiveness of educational
interventions (programs, products, practices, and policies). http://www.whatworks.ed.gov |
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Network
researchers study many aspects of school, family, and community partnerships.
Some research analyzes how Network members develop partnership programs
and meet key challenges for success. Other studies focus on issues
such as interactive homework, international perspectives on partnerships,
and partnerships in high schools. http://www.csos.jhu.edu/p2000/research.htm |
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The
Father/Male Involvement Preschool Teacher Education Program provided
teachers with the knowledge and skills needed to successfully plan,
implement, and evaluate specific activities that encourage program
involvement by fathers and other males who serve as father figures
for school children. The evaluation of the program revealed that fathers
and males participated in parent involvement activities at a significantly
higher rate at the preschool with the training program than at comparison
preschools. http://www.promisingpractices.net/program.asp?programid=63&benchmarkid=10 |
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You can receive email announcements of what's new at FINE once a month.
These emails from FINE provide links to new family involvement resources
on the FINE website as well as on other websites. To see an example
of the emails' content, click on one of the links below. To receive
these monthly announcements, become a FINE member (membership is free). http://www.gse.harvard.edu/hfrp/projects/fine/announcements.htm Research on parent involvement -- "Parents Write Their Worlds: A Parent Invovlement Program Bridging Urban Schools and Families" http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/urban.html Research on parent involvement -- "African-Americana dna Chinese-American Parent Involvement: The Importance of Race, Class and Culture." http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/race.html A bibliography on Family Involvement in Early Childhood Education. http://www.gse.harvard.edu/hfrp/projects/fine/resources/bibliography/ece.html Family Involvement Bibliographies Bibliographies Compiled by FINE http://www.gse.harvard.edu/hfrp/projects/fine/resources/bibliography/index.html Bibliography on Family Involvement and Adolescence http://www.gse.harvard.edu/hfrp/projects/fine/resources/bibliography/adolescence.html A report on parent involvement in homework http://www.gse.harvard.edu/hfrp/projects/fine/resources/research/homework.html Math Teachers' Use of Class Websites to Support parent Involvement http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/websites.html Parent Invovlement and the Social and Academic Competencies of Urban Kindergarten Children http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/parent_involvement.html A library study done on early literacy http://www.ala.org/ala/pla/plaissues/earlylit/researchandeval/projectevaluation.htm Mothering the Mind and Soul: African American Mothers' Beliefs and Practices to Ensure Academic and Social Success for their Daughters in High School http://www.gse.harvard.edu/hfrp/projects/fine/resources/digest/mothering.html |
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A
new study of 270,000 public school students by the Northwest Evaluation Association warns that the No Child Left Behind law may prompt some parents to send children from low-performing schools to others that appear to foster high achievement but do a poor job of raising individual student scores. http://www.young-roehr.com/nweastudy/ Study finds shortcoming in New Law on Education The academic growth that students experience in a given school year has apparently slowed since the passage of NCLB, a Northwest Evaluation Association study has found. In both reading and math, test scores ahve gone up somewhat, as each class of students outdoes its predecessors. But within grades, stduents have made less academic progress during the school year than they did before NCLB went into effect. The reserachers also found that the achievement gap between white and nonwhite students could soon widen. http://www.nwea.org/research/getreport.asp |
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The
International Reading Association is a professional membership organization
dedicated to promoting high levels of literacy for all by improving
the quality of reading instruction, disseminating research and information
about reading, and encouraging the lifetime reading habit. http://www.reading.org/links/edu_rc.html |
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This
site from the National Institute for Early Education Research provides
the latest research and information on early childhood-related issues. www.nieer.org/ |
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This
site from Kansas Action for Children has up-to-date information on
the status of children in Kansas. www.kac.org/index.htm |
| Abstract | Early
Television Exposure and Subsequent Attentional Problems in Children
Objective. Cross-sectional research has suggested that television viewing may be associated with decreased attention spans in children. However, longitudinal data of early television exposure and subsequent attentional problems have been lacking. The objective of this study was to test the hypothesis that early television exposure (at ages 1 and 3) is associated with attentional problems at age 7. Methods. We used the National Longitudinal Survey of Youth, a representative longitudinal data set. Our main outcome was the hyperactivity subscale of the Behavioral Problems Index determined on all participants at age 7. Children who were 1.2 standard deviations above the mean were classified as having attentional problems. Our main predictor was hours of television watched daily at ages 1 and 3 years. Results. Data were available for 1278 children at age 1 and 1345 children at age 3. Ten percent of children had attentional problems at age 7. In a logistic regression model, hours of television viewed per day at both ages 1 and 3 was associated with attentional problems at age 7 (1.09 [1.03–1.15] and 1.09 [1.02–1.16]), respectively. Conclusions. Early television exposure is associated with attentional problems at age 7. Efforts to limit television viewing in early childhood may be warranted, and additional research is needed. -------------------------------------------------------------------------------- Dimitri A. Christakis, MD, MPH*,,,||, Frederick J. Zimmerman, PhD,, David L. DiGiuseppe, MSc and Carolyn A. McCarty, PhD*, |
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On
Summer Loss. This is an article on reading loss that occurs
with children throughout the summer. Research demonstrates that all
students experience significant learning losses in procedural and
factual knowledge during the summer months. www.readingrockets.org/article.php?ID=434 |
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This site from the NCLR (National Council of La Raza) is the largest national Latino civil rights and advocacy organization in the United States. NCLR works to improve opportunities for Hispanic Americans. http://www.nclr.org/content/publications/download/37365 |