Torre marisa (15 Ergebnisse)
English Learners in Chicago Public Schools
De La Torre, Marisa; Blanchard, Alyssa; Franklin, Kaitlyn; Angeles, Carlos; Allensworth, Elaine M.
- Softcover
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English Learners in Chicago Public Schools
De La Torre, Marisa; Blanchard, Alyssa; Franklin, Kaitlyn; Angeles, Carlos; Allensworth, Elaine M.
- Softcover
Anbieter: PBShop.store UK, Fairford, GLOS, Vereinigtes KönigreichPBShop.store UK
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PAP. Zustand: New. New Book. Shipped from UK. Established seller since 2000.
English Learners in Chicago Public Schools: A Spotlight on High School Students
De La Torre, Marisa; Blanchard, Alyssa; Franklin, Kaitlyn; Angeles, Carlos; Allensworth, Elaine M.
- Softcover
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Zustand: New. In.
Trends in Chicago's Schools Across Three Eras of Reform: Summary of Key Findings
Stuart Luppescu/ Elaine Allensworth/ Paul Moore/ Marisa de la Torre/ James Murphy
- Softcover
Anbieter: Revaluation Books, Exeter, Vereinigtes KönigreichRevaluation Books
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Paperback. Zustand: Brand New. 28 pages. 11.00x8.50x0.07 inches. In Stock.
- Softcover
- Erstausgabe
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Encuadernación de tapa blanda. Zustand: Como Nuevo. 1ª Edición. 233 páginas.
- Softcover
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Zustand: New. Über den AutorMARISA DE LA TORRE is an Associate Director at UChicago CCSR. Before joining UChicago CCSR, she worked for the CPS Office of Research, Evaluation, and Accountability. She received a master s degree in Economics from No.
- Softcover
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Zustand: New. Über den AutorMOLLY F. GORDON is a Senior Research Analyst at UChicago Consortium. Previously, she was a Research Associate at the Center for Applied Research and Educational Improvement (CAREI) at the University of Minnesota. MARIS.
- Softcover
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Taschenbuch. Zustand: Neu. Neuware - The last several years have seen high-profile efforts by districts, states, not-for-profit organizations, and the federal government to expand Computer Science (CS) education in K-12 schools in the United States. Beyond simply expanding CS offerings at the K-12 level, these efforts have inclu…ded adopting curricula and policies with the specific goal of increasing the diversity of students with exposure to CS. In the longer run, the hope is to create a more diverse technology workforce and amore inclusive and collaborative culture within the industry.
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Zustand: New. Über den AutorELAINE ALLENSWORTH, PHD is the Executive Director of UChicago Consortium. She conducts research on factors affecting school improvement and students educational attainment, including high school graduation, college re.
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Neuware - This report reveals that eight in 10 Chicago Public Schools (CPS) students displaced by school closings transferred to schools ranking in the bottom half of system schools on standardized tests. However, because most displaced students transferred from one low-performing school to another, th…e move did not, on average, significantly affect student achievement. The report demonstrates that the success of a school closing policy hinges on the quality of the receiving schools that accept the displaced students. One year after school closings, displaced students who re-enrolled in the weakest receiving schools (those with test scores in the bottom quartile of all system schools) experienced an achievement loss of more than a month in reading and half-a-month in math. Meanwhile, students who re-enrolled in the strongest receiving schools (those in the top quartile) experienced an achievement gain of nearly one month in reading and more than two months in math. The authors focused on 18 CPS elementary schools closed between 2001 and 2006 due to chronically poor academic performance or enrollment significantly below capacity. The schools enrolled 5,445 students at the time of their closings. To assess the academic effects of closing on these students, the study compares students ages 8 and older displaced by school closings with students in similar schools that did not close. The comparison group provides an estimate of how the displaced students should have performed on a range of outcomes had their schools not been closed. The study reflects UChicago CCSR's commitment to studying education issues that are top priorities in Chicago and districts nationwide. In Chicago, multiple rounds of school closings have prompted a powerful backlash from some teachers, students, community members and advocacy groups. Nevertheless, CPS and many other large urban school systems continue to make school closings a cornerstone of reform, touting the financial and academic benefits of closing underutilized or underperforming campuses.
Blanchard, A: ENGLISH LEARNERS IN CHICAGO PU
De La Torre, Marisa; Blanchard, Alyssa; Allensworth, Elaine M.; Freire, Silvana
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Neuware - More than 76 percent of Chicago Public Schools (CPS) students who begin kindergarten as English Learners (ELs) become proficient in English by fifth grade. Outcomes showed that students who achieved English proficiency by eighth grade (78 percent), performed academically as well as or better…than their peers who began school proficient in English or were native-English speakers.Previous studies about ELs have reported data on active English Learners-defined as those students who have not yet reached proficiency on a state English test-at a specific moment in time. This study, for the first time, analyzed the long-term trajectories of 18,000 CPS students who began kindergarten as ELs and followed their progress all the way through eighth grade.
Gordon, M: SCHOOL CLOSINGS IN CHICAGO
De La Torre, Marisa; Gordon, Molly F.; Moore, Paul; Cowhy, Jennifer; Jagesic, Sanja; Huynh, Michelle Hanh
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Neuware - Nearly all students displaced by Chicago's 2013 mass school closure enrolled in schools with better academic ratings than their closed school. However, only one-fifth landed at top-tier schools and nearly one-quarter went to schools that were lower-performing than the welcoming schools assign…ed to them by the district. This report tracks the enrollment patters of nearly 11,000 students required to transition to a new elementary schools after the closings. It also draws on interviews with parents to understand how they navigated the enrollment process and why some students ended up in their assigned school while others ended up in schools that were higher- or lower-rated than those assigned to them by the district.
Allensworth, E: TURNING AROUND LOW-PERFORMING
De La Torre, Marisa; Allensworth, Elaine; Jagesic, Sanja; Sebastian, James; Salmonowicz, Michael; Meyers, Coby; Gerdeman, R. Dean
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Neuware - The University of Chicago Consortium on Chicago School Research (UChicago CCSR) builds the capacity for school reform by conducting research that identifies what matters for student success and school improvement. This report finds that four years after undergoing dramatic reform efforts such… as turnaround, very low-performing elementary schools in Chicago closed the gap in test scores with the system average by almost half in reading and two-thirds in math. The improvements took time to develop; test scores were not significantly better in the first year of reform, but grew larger over time. The study examined five different reform models initiated by the Chicago Public Schools (CPS) in 36 elementary and high schools identified as chronically low performing. The five reform models were: Reconstitution; School Closure and Restart; School Turnaround Specialist Program; Academy for Urban School Leadership; and Office of School Improvement. Each is consistent with one of the four improvement models recommended by the federal government (turnaround, transformation, restart, and school closure). Despite the attention and activity surrounding the models, there is a lack of research on whether or how they work. To begin to address this knowledge gap, CCSR and AIR partnered to examine dramatic interventions in Chicago, an early adopter of such reforms. The report also finds high schools that underwent reform did not show significant improvements in absences or ninth grade on-track-to-graduate rates over matched comparison schools, however recent high school efforts look more promising than earlier ones. Changes in student populations varied across reform models. Schools that underwent these reforms and remained neighborhood schools generally served the same students, and the same types of students, as before intervention. Schools that were closed and replaced with charter or contract schools generally served more advantaged students after intervention. The teacher workforce after intervention across all models was more likely to be white, younger, and less experienced.
de La Torre, M: SCHOOL CLOSINGS IN CHICAGO
Gordon, Molly F.; De La Torre, Marisa; Cowhy, Jennifer R.; Moore, Paul T.; Sartain, Lauren; Knight, David
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Neuware - This study is the first large-scale, mixed methods study of the closing of 47 Chicago elementary schools at the end of the 2012-13 school year. The study used qualitative interviews to understand how students and staff in closed and welcoming schools experienced the closings process, and admi…nistrative data to examine the short-and long-term effects of the closings on students' mobility, absences, suspension rates, core GPA, and test scores in both the closed and welcoming schools. This research builds on a prior Consortium study from 2015 that looked at where students from closed schools enrolled and why. In 2013, citing a one-billion-dollar budget deficit, underutilized buildings, and declining enrollment, the Chicago Board of Education voted to close 47 elementary schools and one high school program at an elementary school, and to phase out two more elementary programs the following year. The closings were described as an opportunity to move students to higher-rated schools. Forty-eight schools were named welcoming schools. Fourteen welcoming schools moved into the building of a closed school. On average, students from closed schools made up about 32 percent of the student population in welcoming schools during the year of the merger.
Gwynne, J: LOOKING FORWARD TO HIGH SCHOOL
Allensworth, Elaine; Gwynne, Julia A.; Moore, Paul; De La Torre, Marisa
- Softcover
Anbieter: AHA-BUCH GmbH, Einbeck, DeutschlandAHA-BUCH GmbH
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Taschenbuch. Zustand: Neu. Neuware - Grades and attendance-not test scores-are the middle grade factors most strongly connected with both high school and college success. In fact, grades and attendance matter more than test scores, race, poverty, or other background characteristics for later academic success. This report follows… approximately 20,000 Chicago Public Schools students as they transition from elementary to high school. It is designed to help answer questions about which markers should be used to gauge whether students are ready to succeed in high school and beyond. It also considers the performance levels students need to reach in middle school to have a reasonable chance of succeeding in high school.
