This workbook, submitted by the State of Vermont to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). It is a summary of implementation status for required elements of state accountability systems. By January 31, 2003, States must complete…

This workbook, submitted by the State of West Virginia to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook.…

This workbook, submitted by the Wisconsin Department of Public Instruction to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application…

This workbook, submitted by the State of Washington to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The…

This workbook, submitted by the State of Alaska to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The…

This workbook, submitted by the State of Alabama to the U.S. Department of Education, is for State Grants under Title IX, Part C, Section 9302 of the Elementary and Secondary Education Act (Public Law 107-110). By January 31, 2003, States must complete and submit to the Department this Consolidated State Application Accountability Workbook. The…

This book brings together research and professional knowledge to enhance the teaching of lower attaining students in secondary mathematics. Attainment in mathematics is an important social issue, since underachievement can make a difference to future life choices, particularly amongst certain groups of students. This book shows how well-meant…

The development of strong foundational literacy and numeracy skills for all students is a very high priority for schools, education systems and governments. The ways in which children develop these skills during the crucial years of primary education are of major interest to all concerned with students' learning and development. The ACER…

Two-year longitudinal case studies of 16 Sydney children extended a study of 103 first graders' use of structure across a range of mathematical tasks. We describe how individual's representations change through five stages of structural development. Children at the pre-structural stage showed inconsistent development presenting disorganised…

In 1998 the National Council of Teachers of Mathematics held a working conference on issues pertaining to effective mathematics education in schools serving poor communities. This paper reprises some themes of that conference and highlights potentially important issues to consider in a research agenda with an intentional focus on rural mathematics…

Equity and computer use for secondary mathematics learning was the focus of a three year study. In 2003, a survey was administered to a large sample of grade 7-10 students. Some of the survey items were aimed at determining home access to and ownership of computers, and students' attitudes to mathematics, computers, and computer use for…

The aim of this paper is to examine a variety of features of research that might account for mixed findings of the relationship between teachers' subject matter knowledge and student achievement based on meta-analytic technique. Of several variables that might contribute to inconsistencies and variations in study findings, three features of…

This study examined the relationship between academic domain specific self-concept (specifically mathematical and verbal) and the academic achievement in mathematics and English of young adolescents. Middle school students in grades seven and eight ranging in age from 12 to 15 years completed three subscales of the Self-Description…

While most urban school districts face rapid turnover in leadership and limited results, Boston has won national attention for its stability and success. The purpose of the study is to inform the leadership transition that will occur as Payzant's superintendency comes to a close in June 2006. This study examines Boston's accomplishments and…

Researchers are aware that grouping students by prior knowledge may result in moderate gains in intermediate grade students' mathematics achievement. Despite this research, many teachers continue to teach the way they were taught: one curriculum for all students regardless of students' readiness. Additionally, researchers have raised concerns…