Focal Points—What's Next for You?

2007 ◽  
Vol 13 (1) ◽  
pp. 4
Author(s):  
Francis Fennell
Keyword(s):  
Mathematics Education ◽  
School District ◽  
Grade Level ◽  
Curricular Reform ◽  
Focal Points ◽  
Local School District ◽  
Local School ◽  
Grade Levels ◽  
State And Local ◽  
Grade 8

NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence was published in 2006. Change, or reform, has been something we in mathematics education have been involved with for decades—some would say since Sputnik, or for half a century. The intent of Curriculum Focal Points is to begin a dialogue relative to curricular reform at the pre-K–8 level, paying particular attention to state and local school district curricular frameworks. Some state frameworks contain over 100 outcomes at each grade level. What's a teacher to do? What's really important at these grade levels?

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

Minority Support: School District Demographics and Support for Funding Election Measures

2019 ◽  
pp. 107808741987746 ◽  
Author(s):  
Daniel Alvord ◽  
Emily Rauscher
Keyword(s):  
School District ◽  
Racial Inequality ◽  
Property Tax ◽  
Demographic Characteristics ◽  
District Level ◽  
Local School District ◽  
Local School ◽  
State Budgets ◽  
Contradictory Evidence ◽  
The Relationship

In the context of tight state budgets, local education funding is increasingly important. This article examines the relationship between district-level demographic characteristics and voter support for tax increases to fund the local school district. Using district-level panel data on California school district elections and demographics from 1995 to 2014, we ask the following questions: (1) What is the relationship between demographics and support for school district tax measures? and (2) Does this relationship vary by the type of tax measure? Results suggest that voter support varies by district demographics. However, results differ for bond and property tax measures and suggest that the proportion of Black students increases the likelihood of passing a bond measure but reduces the likelihood of passing a property tax measure. This heterogeneity offers one potential explanation for contradictory evidence in the literature. Results have implications for racial inequality of educational resources between districts.

Focal Points—Grades 3 and 4

2008 ◽  
Vol 14 (8) ◽  
pp. 466-471
Author(s):  
Randall I. Charles ◽  
Paula B. Duckett
Keyword(s):  
National Council ◽  
Focal Points ◽  
Series Introduction ◽  
Grade Levels ◽  
Grade 8

This is the fourth in a series of articles exploring the use of the 2006 National Council of Teachers of Mathematics (NCTM) publication Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence. The series introduction by NCTM President Skip Fennell, explaining what Curriculum Focal Points are and why NCTM developed them, appeared in the December 2007/January 2008 issue of Teaching Children Mathematics (page 315). In subsequent TCM articles, the authors of the various grade bands discuss Focal Points for one or two grade levels. Because one principle of Curriculum Focal Points is that of cohesive curriculum, in which ideas develop across the grades, we encourage teachers of all grade levels to read the full series.

HIV Education and Health Education in the United States: A National Survey of Local School District Policies and Practices

1992 ◽  
Vol 62 (9) ◽  
pp. 421-427 ◽  
Author(s):  
Deborah Holtzman ◽  
Brenda Z. Greene ◽  
Gwendolen C. Ingraham ◽  
Lisa A. Daily ◽  
David G. Demchuk ◽  
...  
Keyword(s):  
United States ◽  
School District ◽  
Health Education ◽  
National Survey ◽  
The United States ◽  
Hiv Education ◽  
Local School District ◽  
Local School ◽  
Education And Health ◽  
Policies And Practices

scholarly journals Factors Potentially Influencing Discipline Referral and Suspensions at an Affiliated Charter High School

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Debra Bryant ◽  
Andrea Wilson
Keyword(s):  
High School ◽  
School District ◽  
Black Students ◽  
School Discipline ◽  
Negative Binomial ◽  
Negative Binomial Regression ◽  
Local School District ◽  
Local School ◽  
Low Socioeconomic ◽  
Discipline Referral

This article addresses long-standing data from federal government agencies documenting concerns regarding the use of school discipline and suspension indicating that Black students are referred for discipline and/or suspended at a higher rate than students of other ethnicities. Available data from a local school district reflected similar troubling patterns of discipline referral and suspension. The purpose of this study was to determine if variables such as students’ ethnicity, socioeconomic status, and gender predicted the likelihood of receiving discipline referrals or being suspended at an affiliated charter high school in a local school district. Guided by Bandura’s social learning theory and Skinner’s behaviorism, this correlational explanatory quantitative study examined archival school discipline data for 2,536 students enrolled (n = 1,570 students who received at least one discipline referral or suspension) during the 2013–2014 school year at a local high school. Binomial logistic regression results showed that Black students from low socioeconomic backgrounds were significantly more likely to be suspended compared to other ethnicities. Negative binomial regression analysis indicated students who were Black, male, and were from low socioeconomic backgrounds were at significantly greater risk of receiving a referral than other ethnicities. These results suggest that by investigating school discipline patterns, disproportionality can be identified and later addressed in a manner that respects the unique needs of all students. <br /><em></em>

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