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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.
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.
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.