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Download full textAfterschool Alliance, 2014
After the school bell rings, young people are learning, exploring, making and questioning. Afterschool programs have long influenced students' personal development and supported their social and emotional growth. Today, the afterschool field has enthusiastically embraced STEM as an integral part of their educational offerings. This handout…
Descriptors: After School Programs, STEM Education, Program Effectiveness, Program Evaluation
Direct linkEducation Trust, 2005
The nation's governors have put high school reform at the top of their agendas, charging their association--the National Governors Association--with energizing a multi-year effort to overhaul high school education. Across the country, reformers are stepping forward with new high school "designs" aimed at preparing students for the challenges of…
Descriptors: School Restructuring, High Schools, Educational Change, Academic Achievement
Hrabowski, Freeman A., III – Liberal Education, 2004
This document is a personal account of the authors' views on higher education's role in producing minority leaders. The author makes references to DuBois, the first African American to earn a Ph.D. at Harvard University and one of the first to focus the nation's attention on the issue of blacks, higher education, and the value of liberal…
Descriptors: Leadership, Higher Education, Role of Education, Program Descriptions
Peer reviewedFoster, Michele; Lewis, Jeffrey; Onafowora, Laura – Educational Leadership, 2005
Master teachers working in real urban classrooms have shared their exemplary teaching practices in an After-School Pedagogical Laboratory (L-TAPL), a program for elementary students that aims to improve the achievement of urban students and the competence of their teachers. The L-TAPL enrichment program curriculum includes language arts, math,…
Descriptors: Teaching Methods, Enrichment Activities, Master Teachers, Urban Schools
Oregon State Dept. of Education, Salem. – 1984
A profile of Oregon's Chapter 1 programs during the 1982-83 school year is provided. During that year, 8 percent of all Oregon students participated in Chapter 1 programs, and 21 percent of these belonged to an ethnic minority. Of the students who received Chapter 1 instruction, 59 percent had help in reading, 24 percent received help with math…
Descriptors: Academic Achievement, Compensatory Education, Educationally Disadvantaged, Elementary Secondary Education
Northeast Regional Exchange, Inc., Chelmsford, MA. – 1985
This is the final report of a two-year study of exemplary mathematics programs in the United States. The schools chosen were selected on the basis of test scores above national norms, test scores above expectations for particular subpopulations (e.g. women, minorities), participation in critical courses, participation above expectations for…
Descriptors: Academic Achievement, Demonstration Programs, High Achievement, Mathematics Education
