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Research Roundup, August 13

By .(JavaScript must be enabled to view this email address) on August 13, 2014

War Not Won, but Bullying, School Violence Have Declined Online Athens
The National Center for Education Statistics released numbers that indicate reported instances school violence has declined 74% over a course of 20 years, but educators and researchers acknowledge that the problem has not been resolved. A decline in bullying has also been evident, and schools and organizations are investigating to find out what more can be done to create a positive school climate.

White Students No Longer to Be Majority in School ABC News
Make more room for diversity—The National Center for Education Statistics releases more numbers for this fall: although white students are still the largest racial group, non-Hispanic white students make up 49.8% in U.S. public schools, while the total group of minority students become the majority. The reality of these demographics suggests the need to address “issues of immigration, poverty, diversity, and inequity.”

33 States Don't Protect LGBT Students in Anti-Bullying Laws Vox
Yes, it’s still legal for school personnel to discriminate against LGBT students in many states, and several of them do not include LGBT students in their anti-bullying policies. GLSEN illustrates these states through several maps of enumerated anti-bullying laws, nondiscrimination laws, and “no promo homo” laws. How implementing laws against discrimination can help students know they are protected, respected, and treated equally.

Special-Education Overhaul Leaves Students Less Violated, but Schools Struggle to Keep up Chalkbeat NY
Students with special needs in New York City are bussed to distant schools in order to receive the appropriate services, but the city is now facing the importance of inclusion for all students through new special-education policies. Although this is a step closer to inclusion, schools are having a difficult time putting these policies into practice. Schools need the support to make inclusion a reality in their buildings.

Tests That Look Like Video Games nprEd
How do you get students to be excited to take a test? Researchers measure the mind to see how students learn and “how they make decisions and how they respond to feedback” using web-based games.  In order to do well in the games—or tests—you need to learn something to move on to the next level.  The game will record the steps it took for the student to get to the right or wrong answer. Ultimately, Dan Schwartz, director of the AAA Lab at Stanford University, believes “the goal of education is to create independent thinkers who make good decisions… we need assessments that test how students think, not what they happen to know at a given moment.”
 

Research Roundup, May 8

By .(JavaScript must be enabled to view this email address) on May 08, 2014

School to Prison Pipeline Funneling Children Into the System, Research Shows KTUL

Research shows that 2/3 of children not reading by 4th grade are headed to welfare, or prison. The school to prison pipeline is a national trend…Poor reading and school funding are one part of the school to prison pipline. But zero tolerance and suspensions are others


Suspensions hit minorities, special-ed students hardest, data show The Seattle Times

A new analysis of discipline data in nine Washington school districts shows that black and Native American students, as well as those in special education, are suspended and expelled at higher rates than the average student.


High School Graduation Rates Highest Ever, but Low-Income & Disabled Students Still Suffer, Especially in CA Latin Post

Statistics, studies, research and surveys for the last number of years have exposed flaws in the education in the U.S., as well as details and digits on how poorly U.S. teens are faring in high schools; however, new research has indicated that for the first time ever, U.S. high school graduation rates have peaked at 80 percent, according to a new report 2014 Building a GradNation: Progress and Challenge in Ending the High School Dropout Epidemic, released on April 28... Yes, that's good news, but the research does touch on the fact that the needs of low-income and disabled students still must be met.


This Is What Discrimination In Schools Looks Like Huffington Post

A recent guide from The National School Board Association (NSBA) on how to ensure student success includes an explainer on the reasons why students often leave school before graduating. According to the guide –- as well as various reports from the U.S. Department of Education and the Discipline Disparities Research-to-Practice Collaborative -- one of the factors that can contribute to student disengagement are disciplinary disparities that lead to higher suspension rates for students of color and students with disabilities.


This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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Research Roundup, February 7

By .(JavaScript must be enabled to view this email address) on February 07, 2014

Report reveals special education graduation rate gap Dothan Eagle

U.S. Department of Education data shows that for 2011-2012, the state had an overall graduation rate of 75 percent, while special education students had a graduation rate of 54 percent – a 21-point achievement gap. However, this was a large improvement from the previous year, where the overall graduation rate was 72 percent and the graduation rate for special education students was 30 percent.


Local Educators Weigh In on Longer School Day and Year Barista Kids

Dr. Concetta Donvito, director of the Montclair State University Network for Educational Renewal in the Center of Pedagogy, which focuses on promoting the renewal of schools and educating educators, said the quality of teaching and the material taught to students are more important than number of hours spent in class and referred to a 2012 report on expanded school learning.


Single-Sex Education Does Not Improve Girls' Self-Esteem, Math Achievement: STUDY The Huffington Post

Study results released this week by the American Psychological Association found that students do not perform better in math, science or verbal subjects when they attend single-sex schools, or single-sex classes within coeducational schools. The research, which analyzed 55 years worth of data, refutes theories that adolescent girls thrive when separated from boys, and that boys perform better when they have a curriculum specifically tailored to them.


Diverse Group of Funders Strive to Improve Children's Health & Learning by Incorporating Social and Emotional Learning into Classroom Instruction PR Newswire

"Too many people view social and emotional learning (SEL) as an add-on to be taught when time allows for it," said Developmental Studies Center President Frank Snyder. "But, research has shown that when SEL is fully integrated into academic instruction, schools see improved educational outcomes and more conducive environments for critical thinking and collaboration.


This Research Roundup was compiled by Chanelle Spencer, Research Fellow at NSCC

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Enhancing SEL Learning at P169M

By .(JavaScript must be enabled to view this email address) on January 21, 2014

Our series of blog posts focused on social-emotional learning (SEL) continues. In this post, we introduce you to P169M, a District 75 school using SEL as a common language to enrich individual and group instruction needs.

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Promoting Social-Emotional Awareness at Mickey Mantle School

By .(JavaScript must be enabled to view this email address) on January 15, 2014

Developing a positive school climate is a partnership effort between the entire school community of educators, administrators, mental health professionals, students, and parents. Schools and districts across the nation are speaking to this effort in a number of innovate ways. In this post, we introduce you to Mickey Mantle School, a District 75 school developing a common language supportive of academic, social and emotional needs. Read on for the first of a series of blogs highlighting schools promoting high levels of social-emotional awareness and understanding.

By: Barry Daub, Principal, P811M-The Mickey Mantle School, New York, NY

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