This study describes the COE role in arts education, examines how COE activities have shifted in response to California’s Local Control Funding Formula, and examines how these changes may affect access, participation, quality, and equity in arts education in K-12 schools.
This study examined whether student knowledge in five domains of math assessed in grade 7 was associated with Algebra I achievement.
Formative assessment is a process that engages teachers and students in gathering and using information about what students are learning. This comprehensive and systematic review identifies 22 rigorous studies of the effectiveness of formative assessment interventions among elementary students. Results of the study indicate that, overall, formative assessment has a positive effect on student achievement. On average, across the studies, students who participated in formative assessment performed better on measures of academic achievement than those who did not. Formative assessment interventions in mathematics had larger effects, on average, than formative assessment interventions in reading or writing. Both student-directed formative assessment and formative assessment directed by other agents, such as a teacher or a computer program, appear to be effective for mathematics. Other-directed formative assessment interventions appear to be more effective for reading than student-directed formative assessment interventions.
Summary of research on the association between state interventions in chronically low-performing schools and student achievement
This report presents a summary of research on the associations between state interventions in chronically low-performing schools and student achievement. The majority of the research focused on one type of state intervention: working with a turnaround partner. In this type of intervention, states assign an individual or team to work with a school to identify strengths and weaknesses, develop a school improvement plan, and provide technical assistance as the school implements the plan. In some cases, additional funding is also provided to support implementation of the school improvement efforts. Most of the studies were descriptive, which limits conclusions about the effectiveness of the interventions. Results of studies of turnaround partner interventions were mixed, and suggested that student achievement was more likely to improve when particular factors were in place in schools such as strong leadership, use of data to guide instruction, and a positive school culture characterized by trust and increased expectations for students. Although researchers sought to include research on a variety of state intervention types, few studies were identified that examined other types of interventions such as school closure, charter conversion, and school redesign.