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Kuriacose, Christina – Voices in Urban Education, 2017
In spring 2017, for the third year running, 10th graders at Boston Green Academy (BGA) presented GreenTalks, a showcase of research on food justice issues. The day Christina Kuriacose visited the school, students were presenting the PowerPoints they had put together. All of them included a map plotting out the proximity of their neighborhood or…
Descriptors: High School Students, Grade 10, Student Attitudes, Performance Based Assessment
Gagnon, Laurie – Voices in Urban Education, 2017
Based on reports created for the 2017 National Summit on K-12 Competency-Based Education, this article explores how educators can take action to build momentum for and implement competency education and performance assessment. As a guide to taking action, the article provides the following: (1) links to the four framing reports from the Summit;…
Descriptors: Performance Based Assessment, Competency Based Education, Elementary Secondary Education, Program Implementation
Lyons, Susan; Evans, Carla – Voices in Urban Education, 2017
This brief summarizes "Comparability in Balanced Assessment Systems for State Accountability," published in "Educational Measurement: Issues and Practice" (Evans & Lyons 2017). The study evaluated comparability claims in local scoring of performance assessments across districts participating in New Hampshire's Performance…
Descriptors: Scoring, Accountability, Performance Based Assessment, Comparative Analysis
Kuriacose, Christina – Voices in Urban Education, 2017
In this brief article, Christina Kuriacose provides four sample performance assessments. Spanning grade levels, these assessments are strong examples of teacher-developed performance assessments from schools within the Center for Collaborative Education's Quality Performance Assessment network. These performance tasks demonstrate the pedagogical…
Descriptors: Performance Based Assessment, Teacher Made Tests, Grade 1, Grade 4
Lyons, Susan; Qiu, Yuxi – Voices in Urban Education, 2017
This field report from 2017's National Conference on Student Assessment shares possibilities for flexibility and innovation in assessment and accountability made possible by the Every Student Succeeds Act.
Descriptors: Evaluation Methods, Student Evaluation, Accountability, Federal Legislation
Gomez, Rebecca E. – Voices in Urban Education, 2016
Over the past decade, there has been increased recognition of the short- and long-term benefits of high-quality early childhood education programs, but the systems needed to sustain these benefits throughout early learning transitions (and beyond) have not yet been fully implemented. In this article, the author discusses the importance of early…
Descriptors: Early Childhood Education, Educational Benefits, Sustainability, Educational Quality
Grady, Michael – Voices in Urban Education, 2016
With widespread support for the expansion of early education programs, there is an increased need for collaboration across systems to support the critical transition from pre-K to elementary school in order to ensure positive educational outcomes for all. Throughout this issue of "Voices in Urban Education," several common themes emerge…
Descriptors: Alignment (Education), Community Involvement, Transitional Programs, Early Childhood Education
Geller, Joanna D. – Voices in Urban Education, 2016
In 2009, the U.S. Department of Education launched the highly competitive Investing in Innovation (i3) initiative. School districts and nonprofit partners nationwide have competed for coveted funds to develop a new program, validate an existing program with some evidence of success, or scale up a program backed by ample evidence. Very quickly,…
Descriptors: Family Involvement, Family School Relationship, Grants, Interpersonal Relationship
Levine, Randi – Voices in Urban Education, 2016
In New York City (NYC), the process of developing a child's kindergarten Individualized Education Program (IEP) happens during the year before kindergarten. This process is commonly called Turning 5. Approximately 30,000 NYC children between the ages of three and five are classified as being preschoolers with disabilities. The Turning 5 work…
Descriptors: Preschool Children, Individualized Education Programs, Kindergarten, School Readiness
Sigler, Maureen Kay – Voices in Urban Education, 2016
Early childhood interventions such as home visiting and kindergarten preparation programs can mitigate the effects of toxic stress and equip children with the skills and support needed for a successful transition into school. In this article, the author discusses her interaction with a student in her third-grade class who was not successfully…
Descriptors: Stress Variables, Stress Management, Coping, Transitional Programs
Geller, Joanna; Betancur, Maria Cristina – Voices in Urban Education, 2016
Over the past two and half years of evaluating "We Are A Village," a highly competitive federal Investing in Innovation (i3) grant focused on family engagement in early childhood in Central Falls, Rhode Island, the research team at the Annenberg Institute for School Reform at Brown University (AISR) has gained much insight into the…
Descriptors: Early Childhood Education, Family School Relationship, Educational Change, Family Involvement
Fain, Amy; Contreras, Diane Eason – Voices in Urban Education, 2016
Oklahoma implemented universal pre-K in 1998. It is one of only five states that has or is implementing universal preschool, and for several years has served more four-year-old children than any other state. The organization, Community Action Project (CAP) Tulsa, occupies a unique position in this work. As one of the largest anti-poverty agencies…
Descriptors: Early Childhood Education, Elementary Education, Student Promotion, Poverty Programs
Martinez, Patricia; Wizer-Vecchi, Joshua – Voices in Urban Education, 2016
Collaboration is tough even in ideal circumstances. How do you begin to effect change when nearly half of the families in a district speak a language other than English in the home, but traditional education models rarely emphasize the strengths of cultural or linguistic diversity? Or when nearly all students live in low-income families and face…
Descriptors: School Districts, Low Income, English (Second Language), Second Language Learning
Fletcher, Monique – Voices in Urban Education, 2016
Parent engagement coordinators provide the foundation for family engagement by modeling shared leadership, facilitating trust, and creating space to build partnerships with parents and schools. The Children's Aid Society (CAS) partnered with the New York City Department of Education, schools, and the community to provide resources and supports to…
Descriptors: Family Involvement, Cooperation, Parent School Relationship, Partnerships in Education
Quezada, Maria S. – Voices in Urban Education, 2016
Many family engagement programs logically focus on providing training and support for parent leaders, giving them the skills and knowledge necessary to effectively partner with schools. Even with comprehensive parent leadership training, sustainable family engagement initiatives cannot truly take hold without buy-in, shared understanding, and a…
Descriptors: Family Involvement, Family School Relationship, Parent Education, Leadership Training
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