The report, "Leveraging Title I and Title IID: Maximizing the Impact of Technology in Education," and the guide, "A Resource Guide Identifying Technology Tools for Schools," were released Sept. 24 by the State Educational Technology Directors Association (SETDA) and the National Association for State Title I Directors (NASTID)
Paul -- Blogmeister - 0 views
Top News - How tech drives success in Title I schools - 0 views
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For instance, acccording to the report, Kansas's Technology Rich Classrooms program saw a 10.4 percent increase in third grade state reading scores. In Arkansas, the Technology Integration in the Elementary Classroom project saw third graders' literacy proficiency increase from 67 percent to 84 percent, and among fourth graders from 47 percent to 69 percent.
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Sixty-seven percent of Title I students have access to a cell phone outside of the classroom, 79 percent have a music or video device, and 46 percent have access to a computer, according to Project Tomorrow's 2008 Speak Up survey data.
The Test Generation - 11 views
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"The more any quantitative social indicator is used for social decision-making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.
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In 2005, for example, Alabama reported that 83 percent of its fourth-graders were proficient in reading, even though the NAEP found that only 22 percent of these children were proficient readers. The harsh punishments associated with NCLB had encouraged Alabama and most other states to dumb down their tests and then teach directly to them.
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The letter is a thinly veiled attack on teachers' unions and the job security for which they fight. Mike Stahl, former executive director of the Pikes Peak Education Association, says union membership in Harrison has decreased by half under Miles' leadership, and that teacher turnover, at about 25 percent from year to year, "is the highest in the state among like-sized or larger districts." According to Stahl, Miles "is very anti-union and very prone to retaliation for speaking in opposition to district or superintendent plans. ... There was no collaboration with staff or union in the development of this plan. As a result, district teacher morale is extremely low."
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