Description based on online resource; title from PDF caption; (viewed May 2013), "June 2010.", Includes bibliographical references., Mode of access: World Wide Web.
This brief investigates whether closing schools and transferring students for the purpose of remedying low performance is an option educational decision makers should pursue. The logic of closing schools in response to low student performance goes like this: By closing low-performing schools and sending students to better-performing ones, student achievement will improve. The threat of closure may motivate low-performing schools (and their districts) to improve in order to preempt school closures. The relatively limited evidence base suggests that school closures are not a promising strategy for remedying low student performance., Gail L. Sunderman, Erin Coghlan, Rick Mintrop., "May 2017.", Includes bibliographical references, (pages 15-19)., Online resource; title from PDF cover (viewed July 2022)
A summary of the larger report "Discipline Policies, Successful Schools, and Racial Justice." Each year, more than 3.25 million K-12 students are suspended at least once. African American students are suspended three times as often as white students.Hispanic students and Native American students are also suspended at higher rates than white students. This paper presents the facts about the following myths: (1) Suspending disruptive students is necessary to make sure well-behaved students can learn; (2) Teachers need to suspend students to maintain order and safety; (3) Rising suspension rates are a necessary response to increasing school violence; (4) Students of color are suspended at higher rates because they misbehave more often; (5) Suspensions are necessary to deter future infractions; and (6) Suspensions will get parents' attention and help curb misbehavior., Daniel J. Losen., "NEPC discipline resource sheet."
This brief offers model legislation to govern the financing of publicly funded Online Education and Virtual Schooling (OE/VS)., Justin Bathon, Bruce D. Baker., "October 2013.", Includes bibliographical references (page 12)., Online resource; title from PDF cover (viewed July 2022)
The U.S. test-based accountability model holds schools and teachers accountable for student outcomes with little attention to school improvement processes. Many other countries enact more school-centered accountability efforts, such as school self-evaluation followed by inspection (SSE/I) to examine school quality, as in similar systems in England, Wales, Northern Ireland, and the Netherlands. Accountability models from other countries cannot be naively imported to the U.S. given the vital distinctions in socio political contexts. That being said, a look at some of the purposes or principles behind SSE/I--especially its emphasis on quality improvement--can nevertheless inform efforts to redesign and improve the U.S. accountability model. The purpose of this brief is to take just such a look at this model., "November 2013.", Includes bibliographical references, (pages 15-22)., Online resource; title from PDF cover (viewed July 2022)
The primary purpose of this study is to examine how Education Management Organizations (EMOs) appear to affect the segregation or integration of schools by race, economic class, special education status, and language. This is accomplished through examining differences in enrollment patterns between schools operated by EMOs and schools run by their neighboring local districts. Five primary findings were reached: (1) Charter schools operated by EMOs tend to be strongly racial segregative for both minority and majority students as compared with the composition of the sending district; (2) For economically challenged students, EMO-operated charter schools more strongly segregate students than do their respective local districts. (3) EMO-operated schools consistently enrolled a lower proportion of special education children than their home district; (4) English Language Learners (ELL) were also consistently underrepresented in charter schools in every comparison; and (5) When examined for the years 2001 to 2007, the composition of the charter schools trended closer to the public school district for each of the four demographic groups examined. However, this phenomenon was an artifact of balancing extremes. For both for-profit and nonprofit EMOs, the segregation patterns of 2000-2001 were virtually identical to those in 2006-2007. Appendices include: (1) Findings by EMO; (2) Tables with Descriptive Statistics for Key Measures and the Differential Scores; and (3) Longitudinal Trends in EMO-Operated Schools. (Contains 6 tables, 15 figures and 60 endnotes.)., Gary Miron, Jessica L. Urschel, William J. Mathis, and Elana Tornquist., "February 2010.", Includes bibliographical references (pages 27-31)
"Supersedes 1 February 1999 document pending review from the Fellows and other CIRES leaders."--P. ii., "23 September 2002.", Mode of access: World Wide Web.
Cover title., "Institute of Behavioral Science #6.", Reprint. Originally issued: Acta psychiatrica scandinavica, v. 76, 1987, p. 561-567., Includes bibliographical references (p. 566-567)., Mode of access: World Wide Web.
Caption title., "Submitted to the Natural Hazards Center, University of Colorado at Boulder in partial fulfillment of the requirements for a Quick Response Grant, December 7, 1995. Revised: May 16, 1996.", Includes bibliographical references., This material is based upon work supported by the National Science Foundation under Grant No. CMS-9632458., Mode of access: Internet.
"Submitted to the Natural Hazards Center, University of Colorado at Boulder in partial fulfillment of the requirements for a Quick Response Grant, March 23, 1995.", Includes bibliographical references (p. 31-35)., Mode of access: World Wide Web.
Timothy H. Quinn., "Moving the West's Water to New Uses : winners & losers. Natural Resources Law Center, University of Colorado School of Law June 6-8, 1990.", Includes bibliographical references., Online resource; title from PDF cover (viewed December 2019)
by Martin J. Gavin and Leslie H. Sharp., At head of title: State of Colorado, Cooperative Oil Shale Investigation (in cooperation with the United States Bureau of Mines) Martin J. Gavin, engineer in charge., Print version record.
