Download While there are a handful of studies that challenge the link between school desegregation policy and positive academic outcomes, they represent only a small slice of the literature. Furthermore, these positive academic outcomes, particularly the closing of the achievement gap, make sense given that integrating schools leads to more equitable access to important resources such as structural facilities, highly qualified teachers, challenging courses, private and public funding, and social and cultural capital. The gap in SAT scores between black and white students is larger in segregated districts, and one study showed that change from complete segregation to complete integration in a district would reduce as much as one quarter of the SAT score disparity.
We hope that these pieces will spark further conversations and actions that help advance the field. To join the conversation, click the link below the Viewpoint. You can also sign up here to receive monthly newsletters that headline these pieces along with NILOA updates, current news items, and upcoming conferences.
Promoting an Improvement Culture Claudia J. Assessment experts sought concrete examples of institutions that have made good use of assessment evidence, reflected on the quality of student learning and academic programs, and revised curricula or adopted new approaches to teaching and learning, with the goal of improving student learning.
In its volume, Using Evidence of Student Learning to Improve Higher Educationthe National Institute for Learning Outcomes Assessment argue that assessment can and does produce significant improvements in student learning.
The NILOA report stands in stark contrast to the commentaries of faculty skeptics, who believe faculty and institutions devote significant time and effort to assessment without producing evidence of a meaningful impact on student learning e.
Certainly, assessment can be done badly and simply consume resources. The compliance response is a strong temptation, especially when stakes are high. Institutions may devote so much effort to collecting data and documenting assessment processes to meet external demands that they have few resources to devote to interpret their findings or reflect on what the findings mean for teaching, advising, and curriculum design.
Finding times and places to ensure that these conversations occur is a challenge, especially in large and complex institutions.
Faculty at all institutions face increased demands for scholarship, grant writing, service to the community, and learning and managing new technology tools for teaching and research. Nevertheless, institutions must find ways to implement assessment processes that pose meaningful questions about curriculum, courses, and learning; engage faculty in deep discussion; and motivate efforts to improve.
Assessment efforts have a clear purpose. They pose questions about teaching and learning that faculty care about. Effective assessment is ongoing, not episodic. The power of assessment is manifested in cumulative, incremental change. Collection of and reflection on assessment evidence should be an integral part of the normal ebb and flow of faculty work.
Effective assessment involves faculty across and within academic programs in meaningful discussions of the structure of courses and curriculum, assignments and teaching strategies that promote learning, and meaningful ways to assess learning and provide feedback to students.
Evidence-Based Discussions about Teaching, Learning, and Curriculumcollects a dozen examples from a variety of institutions that have succeeded in facilitating campus discussions about the quality of teaching and learning, informed by assessment evidence.
The examples illustrate how institutions leveraged key elements of the AAHE principles to create processes that facilitate improvement. These campuses create structures offices, processes, supportive technology that engage faculty across the institution, develop faculty expertise, and facilitate ongoing dialog and reflection among faculty across disciplines.
Campus initiatives create opportunities for faculty to develop expertise and carve out time to interpret assessment findings, develop new courses, design new assignments, and discuss teaching initiatives that promise to improve the quality of student learning.Since the Left uses racism as the battering ram to enforce an egalitarian agenda to redistribute resources from Whites to other "people of color," hate is a topical subject that has not received enough attention in terms of empirical data.
Make sure you secure a seat in the Trough student section for every big game this year by purchasing the Razorback Access Pass. The access pass grants admission to home football and men’s.
Student Voices in the Implementation of Health and Life Skills Policy in Zimbabwe Teacher Training Colleges By; Priscilla Mujuru Full Paper Available.
Welcome to ESL Portal PA! An online resource of professional learning opportunities and instructional materials that supports Pennsylvania educators and community organizations as they strive to provide equitable, high quality educational programs for English learners and their families.
Student Voices in the Implementation of Health and Life Skills Policy in Zimbabwe Teacher Training Colleges By; Priscilla Mujuru Full Paper Available. E9 - Value of Student Voice: PBIS Implementation in High Schools Anna Winneker, Janette Connor, Stephanie Martinez October 23, • Student voice defined – ‘the way young people can work with teachers and administrators to co-create a path of reform’ (Mitra, , p.7).