You are here

From DA

An examination of existing research indicates that an increase in classroom thinking may improve student mathematics achievement. The 1999 TIMSS (Trends in International Mathematics and Science Study) found cognitive demand to be a key difference between mathematics instruction in the countries posting higher scores. The American Educational Research Association (AERA) explains in its fall 2006 Research Points that two types of cognitive demand are associated with student performance on achievement tests. The first has to do with the number and kind of mathematics courses taken.

The 1999 shootings at Columbine High got administrators thinking about it.

The tragedy of 9/11 made many sign up for it.

And the recent spate of school-related shootings last fall has

confirmed for others that an emergency notification system is not an extra, but a necessity.

In the Metropolitan School District of Wayne Township, a suburb of Indianapolis, Ind., 97 percent of first- and second-graders gained at least one instructional reading level, 82 percent rose two levels or higher, and 34 percent rose three levels or more in the 2005-2006 year.

I grew up in a nearly all-white New Jersey suburb but gained respect for African-Americans and their culture through the actions of my parents and a few teachers. In seventh grade social studies we not only read "Uncle Tom's Cabin" but also produced an 8mm movie based on the novel. My high school music classes focused on the study and performance of many African-American jazz masters, and my parents always had African-American friends with whom we socialized. An African-American woman even sang gospel songs at my bar mitzvah.

Student Scientists Break New Ground

Supreme Court Reviews Race in Assigning Schools

Trout in School

Dr. Michael Hinojosa's life goal was to work in

Many districts have discovered that VoIP can help lighten long distance budgets, but Charles County Schools is finding there's more to the technology than just saving money.

Math and science, oh my. What will we do? We don't produce enough students interested in math and science. Something must be done. I hear this refrain so often my head hurts.

According to the 2005 National Assessment of Educational Progress (NAEP), average sci-ence scores compared to 2006, have made slow progress at Grade 4, come to a standstill at Grade 8, and lost ground at Grade 12.

Pages