YOUR PROFESSION

In Brief

Facts About Learning Disabilities

A learning disability is a permanent disorder that affects the way individuals with normal or above normal intelligence receive, store, organize, retrieve and use information.


In Brief

Foundations for Success: The Final Report of the National Mathematics Advisory Panel

The National Mathematics Advisory Panel was created by President George W. Bush in April 2006 to advise the nation on ways to foster greater knowledge and improved math performance among elementary and secondary students. President Bush’s charge to the Panel included many tasks, but central to the work of the Panel was an emphasis on preparation for and success in Algebra I and II. The Panel was also charged to develop conclusions based upon existing research and to highlight areas where research is needed.


/uploadedImages/Publications/Professional_Publications/in_Brief/inbrief.jpg

In Brief: Attention Deficit Disorder

Attention Deficit Disorder or ADD is a biologically based disorder affecting approximately two million students in America’s schools. This figure represents four percent (4%) of our current student population. Individuals with ADD tend to be easily distracted, impulsive and often hyperactive. These behavioral tendencies may significantly interfere with a student’s ability to learn. In fact, it is estimated that ten to thirty-three percent (10%-33%) of students with ADD also have learning disabilities.


/uploadedImages/Publications/Professional_Publications/in_Brief/inbrief.jpg

In Brief: Gaskin Settlement Implementation

PDE has not yet adopted a “formula” for calculating the LRE Index as is required by the Gaskin Settlement; PDE decided to adopt the OSEP guidelines for LRE Monitoring.


In Brief

Pennsylvania Early Childhood Initiatives

Since 2002, Pennsylvania has placed a significant amount of dollars and program resources into early childhood education programs. Recognizing how important it is to infuse students with enthusiasm for learning as early as possible, initiatives and the funding to support them have been instituted in Pennsylvania with positive results. This brief examines three of the Commonwealth’s comprehensive programs to support early childhood education: Build, Pre-K Counts, and Keystone STARS.


In Brief

Pennsylvania High School Initiatives

In addition to initiatives aimed at improving the quality of early childhood education, Pennsylvania has also launched initiatives aimed at high schools. This brief examines two of those initiatives, Classrooms for the Future and Dual Enrollment.


/uploadedImages/Publications/Professional_Publications/in_Brief/inbrief.jpg

Pennsylvania State Five-Year Plan for the Carl D. Perkins Career and Technical Education Act of 2006

The Bureau of Career and Technical Education (BCTE), in accordance with Federal requirements, submitted and received approval for their five year plan. This plan became effective July 1, 2008 and will continue through June 30, 2013. The 2006 reauthorization of the federal Carl D. Perkins Career and Technical Education Act incorporated some significant changes in state requirements. This brief provides an overview of noteworthy changes.


In Brief

Reliability and Validity on Inferences about Teachers Based on Student Test Scores

This document contains comments prepared for a public lecture by Dr. Edward Haertel, Stanford University Emeritus Professor of Education, Developmental and Psychological Sciences. These comments describe, in non-technical terms, current research on the use of value added assessment measures (VAM) to evaluate teachers.


/uploadedImages/Publications/Professional_Publications/in_Brief/inbrief.jpg

Student Achievement is More than Academic

Public school accountability proposals often confuse symptoms with diagnosis. There is considerable evidence to suggest that student low achievement is a symptom of deeper issues related to student health and well-being. In other words, policymakers may need to consider the idea that the “root cause” of academic achievement problems may not be in the academic content instruction. For more information about children's health care in PA, visit www.chipcoverspakids.com.


In Brief

Student Achievement is More than Academic: Racial Segregation Across Schools

Racial Segregation Impedes Achievement. The Supreme Court knew that in 1954, when they found that racially segregated schools inherently deprive specific students the best opportunities to learn. Today, however, almost two-thirds of African-American children still go to schools that are “majority minority,” and about 4 of ten sit in classrooms that are 90 to 100 percent minority. Latino students are the most segregated students of color in the country, with more than three-quarters attending majority-minority schools; many Latino students live and go to school in such highly-segregated communities that they have very little exposure to English.


In Brief

Using Value-Added or Growth Measures for Teacher Evaluation: What are the Issues?

Value-added measurement (VAM) is a valuable tool for educational research purposes. However, there are many reasons to exercise great caution in including VAMs as a key factor in teacher evaluation. Evaluation decisions are high-stakes; as a result, data used in evaluation should meet high standards of validity, reliability, precision and fairness, including holding teachers accountable only for those aspects of teaching and learning that they control (Harris, 2011). For many reasons, VAMs fail to meet acceptable standards of validity, reliability, precision, and fairness. Several shortcomings of VAMs that challenge their suitability for high-stakes evaluation systems are outlined below;



Member Advocacy Center


Featured Video