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.
With VoIP Technology, Districts Make the Most of Their Phones
Most school districts convert to a Voice Over Internet Protocol system or VoIP-to save costs by routing calls through a data network rather than a phone company's network. But some districts that have already made the conversion don't plan to stop there. Instead, they are looking to add advanced functionalities to make communication even easier.
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.
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.
A year ago when the Cherry Creek School District in Colorado was considering ways to fund a GPS tracking system so dispatchers would know the location of buses, officials asked, Why not use the buses themselves to generate the needed cash?
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.