By the Mid-Atlantic Equity Assistance Center and the District of Columbia Public Schools' Office of Bilingual Education
Until now, little cohesive documentation has been available for schools with dual language and Spanish immersion programs to guide Spanish language arts curriculum and instruction. The resource, Normas para la enseñanza de las artes del lenguaje en español para programas de inmersión doble, addresses this need. “This tool fills an important gap for dual language programs to help them meet goals for high academic achievement for all students,” declared Charlene Rivera, Executive Director of The George Washington University Center for Equity and Excellence in Education (GW-CEEE). As many states move toward adopting the Common Core Standards for English language arts, this tool can help dual language programs ensure that students are prepared to meet standards for Spanish that meaningfully correspond with those for English.
Carried out as a joint project of the Mid-Atlantic Equity Center at GW-CEEE and the District of Columbia Public Schools’ (DCPS) Office of Bilingual Education, the Normas are aligned to the Common Core Standards. They take into account the linguistic differences between the Spanish and English languages, and the methodological differences in Spanish and English literacy instruction and traditional Spanish literacy learning expectations. Most importantly, they delineate expectations for Spanish literacy development.
The Public School Enrollment and Segregation of the Mid-Atlantic States
By Erica Frankenberg
Summer Reading, Summer Not: How Project READS (Reading Enhances Achievement During Summer) Can Advance Equity
James S. Kim
Numerous studies indicate that the achievement gap in reading between low-income and middle-income children widens during the summer months when schools are not in session. In his recent work, James S. Kim, assistant professor at the Harvard Graduate School of Education, details how summer reading loss can be addressed through scaffolded interventions in the elementary grades. In this paper, Professor Kim describes the key components of Project READS--as scaffolded voluntary summer reading program for children in grades 3 through 5. He discusses the latest research on summer reading loss and explains which interventions have shown effectiveness in reversing the reading achievement gap. The paper includes a checklist to guide districts and schools interested in implementing a scaffolded summer reading intervention. It also includes tools and resources for developing a summer reading program based on Project READS. This is a must read for any teacher or administrator interested in promoting equity and reading achievement in their school or district.
Summer Reading, Summer Not Webinar
You may also view the archived webinar of Summer Reading, Summer Not by clicking the following link: http://ceee.gwu.na4.acrobat.com/p78922013/
Managing Contracts for Educational Equity: Emerging Trends and Issues
In Managing Contracts for Educational Equity: Emerging Trends and Issues, Dr. Patricia Burch, visiting professor of K-12 Education Policy at the University of Southern California’s Rossier School of Education, explores how private markets influence the day-to-day governance and administration of public schools and how school districts can manage external contracts to promote equity. In many school districts private firms are being contracted to provide core instructional services such as tutoring, curriculum, test preparation, and professional development. As these private firms make billions of dollars from these contracts, they remain outside the purview of current accountability schemes, and there are no safeguards in place to ensure equity for minority students, economically disadvantaged students, and English language learner populations. This paper describes current developments underway in the private market for K-12 services and identifies strategies that school districts can use to structure relationships with private providers.
Contracting for Educational Equity Webinar
You may also view the archived webinar of Managing Contracts for Educational Equity by clicking the following link: https://admin.na4.acrobat.com/_a836069207/p23033241/
Beyond the Indicators: An Integrated School-Level Approach to Dropout Prevention
Martha Able Mac Iver and Douglas J. Mac Iver.
Additional Resources on Dropout Prevention:
Index of Research:
- The Public School Enrollment and Segregation of the Mid-Atlantic States
- Summer Reading, Summer Not: How Project READS (Reading Enhances Achievement During Summer) Can Advance Equity
- Managing Contracts for Educational Equity: Emerging Trends and Issues
- Contracting for Educational Equity Webinar
- Beyond the Indicators: An Integrated School-Level Approach to Dropout Prevention