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The EduCOMM 2007 conference, held June 19-21 in Anaheim, Calif., provided outstanding opportunities for educators from school districts and higher education institutions across the world to come together to share best practices and learn more about what the digital future holds for students and educators. While the presentations in the K12 education strand were diverse, several common themes emerged.
When kindergarten students in Cincinnati-area schools were tested on their basic reading skills last fall, examiners found that 13.5 percent of the children needed intensive instructional support in phoneme segmentation fluency-dividing the different sounds, or phonemes, of a word. When tested at the end of kindergarten, only 2.7 percent of the children still needed that help.
After teaching high school biology for 13 years and being a principal in districts in and around Rochester, N.Y., a life change in 1993 moved Raymond J. Fashano from the comfort of a school to the thrill of the sales team of Dynacom, a company that helped clients implement technology into their business.
Which of the following statements about gifted education are true? (1) The term gifted means various things to various people. (2) K12 teachers generally express negative attitudes toward gifted students. (3) Among the high school dropouts in your district, some are likely to be gifted. (4) Students with learning disabilities can also be gifted. (5) White and Asian students are overrepresented in gifted programs.
State Standards Are Low and Vary Considerably, New Report Says
The National Center for Education Statistics (NCES), the primary federal entity for collecting, analyzing and reporting education data in the United States and abroad, recently released the findings of a report, "Mapping 2005 State Proficiency Standards onto the NAEP Scales," that speak to the difficulty in comparing No Child Left Behind test score results across states.