Browsing by Author "Center for Applied Research and Educational Improvement"
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Item 21st Century Community Learning Centers: Pathways to Progress Project, Saint Paul Public Schools: Annual Evaluation Report (Fall 2001)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Wahlstrom, Kyla; Sheldon, Timothy; Anderson, Roger; Zorka, Holly; Center for Applied Research and Educational ImprovementPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Item 21st Century Community Learning Centers: Pathways to Progress, Saint Paul Public Schools: Final Evalution Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-03) Wahlstrom, Kyla; Sheldon, Timothy; Lewis, Ashley; Center for Applied Research and Educational ImprovementPathways to Progress is a three year, federally funded grant that establishes community learning centers at each of the eight Saint Paul Public School sites. These community learning centers are designed to provide coordinated expanded day and year community learning activities for students, families and community members in Saint Paul, Minnesota.Item Accessing Available Data Related to Core Indicators(Center for Applied Research and Educational Improvement, 1998-10-21) Seppanen, Patricia; Center for Applied Research and Educational ImprovementItem All-Day Kindergarten - Summary of Recent Findings(University of Minnesota, Center for Applied Research and Educational Improvement, 2006) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational ImprovementA summary of findings for a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191).Item Alternative Calendars: Final Report by the Working Group(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsThis report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota. In October 1998, a Working Group was convened to provide independent advice to the State Legislature on alternatives to the traditional nine-month, September through June school year calendar.Item Alternative Calendars: Final Report by the Working Group: Table 4. Minnesota schools with year-round calendars interviewed January 1999(University of Minnesota, Center for Applied Research and Educational Improvement, 1999-02-01) Center for Applied Research and Educational Improvement; Working Group on Alternative CalendarsTable 4 was extracted from: Alternative Calendars: Final Report by the Working Group. This report from a working group convened by the Minnesota Department of Children, Families & Learning examined evidence on the educational and fiscal outcomes of year-round education and issues encountered in implementing year-round educational programs in Minnesota.Item Analysis of the College in the Schools Program Impact Survey: A survey of participating teachers, principals, and guidance counselors(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-08-24) Wahlstrom, Kyla; Riedel, Eric; Center for Applied Research and Educational ImprovementThe College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their local high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. The survey asked about participants’ experiences after high school including whether they attended college, whether the University credit received was recognized at their college, and how CIS did or did not prepare them for college. These are survey results and analysis of the CIS program.Item Anoka-Hennepin Compensatory Education Pilot Program Year 1 Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel; Center for Applied Research and Educational ImprovementThe Year 1 Report of the Anoka-Hennepin Compensatory Education Pilot Progam reviews student achievement results from the pilot schools and a matched set of control students, levels of implementation of the project in classrooms, impact of strategies on outcomes and changes in teacher and staff attitudes toward the project. Shifting the traditional allocation of funds allows the district to provide a major intervention in three schools with high populations of at-risk students. The intervention includes program structures for mathematics and reading, changing instructional delivery methods in math and reading, providing intense professional development for teachers in math and reading, coaching follow-up at each site, and significant oversightItem Blocking the School Schedule: Potential for Instructional Change(University of Minnesota, Center for Applied Research and Educational Improvement, 2001-11) Freeman, Carol; Center for Applied Research and Educational ImprovementFor seven years, researchers at the Center for Applied Research and Educational Improvement (CAREI), College of Education and Human Development, University of Minnesota, have been conducting evaluations of block scheduling for school districts across Minnesota and Wisconsin. Thirty-six high schools and 14 middle/junior high schools have requested some or all of the following evaluation methods: teacher, student, or parent surveys; classroom observation; or focus groups of teachers, students, or parents.Item Bloomington/Richfield Early Reading First Get Ready Centers of Excellence Year I Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2005) Wahlstrom, Kyla; Hornbacher, Judy; Center for Applied Research and Educational ImprovementThe purpose of this report is to summarize evaluation results for Year I of the Early Reading First Get Ready Centers of Excellence project in the Bloomington/ Richfield Public Schools in Minnesota. Funded by the federal Department of Education through an Early Reading First Get Ready Centers of Excellence grant, the project seeks to improve the language and early reading skills of at risk and limited English pre-school children so that they will be competitive academically when they enter kindergarten and can maintain their achievement through 2nd grade.Item Bloomington/Richfield Early Reading First Get Ready Centers of Excellence Year II Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Center for Applied Research and Educational ImprovementThe purpose of this report is to summarize results for Year II of the Early Reading First Get Ready Centers of Excellence project in the Bloomington/ Richfield Minnesota Public Schools. Funded by the federal Department of Education through an Early Reading First Get Ready Centers of Excellence grant, the project seeks to improve the language and early reading skills of at risk and limited English pre-school children so that they will be competitive academically when they enter kindergarten and can maintain their achievement through 2nd grade. The Bloomington/Richfield Get Ready program evolved because of a nation wide concern with the achievement gap, beginning in Kindergarten, between children at risk, i.e.., students of color, English language learners, students in poverty and those children without those risk factors. The questions raised by the project are these: “What kind of academic, social and emotional intervention is needed for children at risk to make them ready for kindergarten? To keep them on track throughout their schooling? What classroom circumstances, teacher training, amount of time and staffing ratios are optimal? When should interventions begin?Item Charting a New Course: A Study of the Adoption and Implementation of Standards-Based Mathematics Curricula in Eight Minnesota School Districts: Final Report to Sci MathMN (Fall 2001)(University of Minnesota, Center for Applied Research and Educational Improvement, 2001) Michlin, Michael; Seppanen, Patricia; Sheldon, Timothy; Center for Applied Research and Educational ImprovementAcross the state of Minnesota, school districts have adopted a variety of new mathematics curricula developed in the 1990s with the support of the National Science Foundation. As of spring 2000, more than 100 districts in Minnesota were using one of these standards-based curricula at the elementary, middle and/or high school levels. This is the final report of the multi-year study of implementation and impact of standards-based curricula in Minnesota in several district settings.Item Collaborative initiatives to develop integrated services for children and families: A review of the literature(University of Minnesota, Center for Applied Research and Educational Improvement, 1996-02) Ingram, Debra; Bloomberg, Laura; Seppanen, Patricia; Center for Applied Research and Educational ImprovementThis review of the literature is intended for use by organizations and agencies who are working collaboratively to improve outcomes for children and families by developing integrated services in their communities. The factors outlined in this review have been identified by researchers, experienced service practitioners and organizational theorists as key components in designing, implementing and evaluating the impact of collaborative initiatives to develop integrated services. The information is organized in a framework that reflects primary areas of importance in evaluating the implementation (or processes) and impact (or outcomes) of collaborative initiatives focused on service integration.Item College in the Schools Follow-Up Student Survey: A survey of alumni five years after participation(University of Minnesota, Center for Applied Research and Educational Improvement, 2004-08-24) Wahlstrom, Kyla; Riedel, Eric; Center for Applied Research and Educational ImprovementThe College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their local high schools. These courses are taught by their high school teachers and are a means of providing advanced curriculum to those students who are ready for highly challenging content. The survey asked about participants’ experiences after high school including whether they attended college, whether the University credit received was recognized at their college, and how CIS did or did not prepare them for college. These are survey results and analysis of the CIS program.Item Connected Counseling Saint Paul Public Schools: Arlington High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Hickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Central High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Como High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Gordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Harding High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Freeman, Carol; Hickey, Meghan; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Highland Park High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Gordon, Molly; Freeman, Carol; Hickey, Meghan; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.Item Connected Counseling Saint Paul Public Schools: Humboldt High School Report(University of Minnesota, Center for Applied Research and Educational Improvement, 2006-12) Hickey, Meghan; Freeman, Carol; Gordon, Molly; Center for Applied Research and Educational ImprovementThe Saint Paul Public Schools (Minnesota) Connected Counseling initiative, begun in 2003, is focused on redesigning both the content and delivery of school counseling programs in Saint Paul’s seven comprehensive high schools.