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Browsing by Author "Wahlstrom, Kyla"

Now showing 1 - 20 of 54
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    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 Improvement
    Pathways 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.
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    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 Improvement
    Pathways 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.
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    360 Communities: An Evaluation of the Partners for Success Program for the School Year 2010-2011
    (Center for Applied Reseach and Educational Improvement, 2011-09) Kundin, Delia; Wahlstrom, Kyla; Rickers, Susan; Mattheis, Allison
    The Partners for Success® (PFS) Program, serving Dakota and Scott counties, provides basic needs assistance (e.g., food, clothing, school supplies) to students and families. In addition, for over 15 years, Family Support Workers (FSW) have collaborated with teachers, principals and school staff in 39 schools to help boost students’ educational progress. The two main program goals of PFS are: 1) Establish a standard level of services across districts; and 2) Effectively partner with schools to ensure that all students reach proficiency in reading by third grade. During the 2009-2010 school year, CAREI evaluators focused on the formative aspects of the program. In the second evaluation (2010-2011), CAREI evaluators collaborated with PFS program staff to formulate three specific goals for the evaluation: 1) Determine the extent to which FSWs communicate and collaborate with parents/guardians and teachers to build relationships and improve students’ educational performance; 2) Continue to monitor PFS professional development processes and determine how 360 Communities can continue to support and strengthen program activities; and 3) Identify how the program impacts students, families and teachers by focusing on observed changes from the perspectives of teachers, parents/guardians, FSWs, and from analysis of student data. The second year’s evaluation was implemented in 10 elementary schools located in six Minnesota cities: Burnsville, Farmington, Hastings, Lakeville, South St. Paul, and West St. Paul. This report summarizes the evaluation data collected from September 2010 through June 2011.
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    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 Improvement
    A 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).
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    Analysis of College in the Schools (CIS) Surveys
    (2004-08) Wahlstrom, Kyla; Riedel, Eric
    This is an executive summary of the Analysis of College in the Schools (CIS) Surveys, including analysis of program impacts surveys and follow up student surveys
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    Analysis of the College in the Schools Program Impact Survey
    (Center for Applied Research and Educational Improvement, 2004-08) Wahlstrom, Kyla; Riedel, Eric
    The College in the Schools (CIS) program delivers introductory-level University of Minnesota courses to high school junior and senior students in their 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. There is a range of subject areas in CIS courses – world languages, English composition and literature, economics, history, and political science. The high school teachers are supported by professors from the University of Minnesota who provide professional development related to content and instructional methods. The classes are offered during the regular school day and meet for a semester or the entire year. There is no charge to students to take the classes; however, there is a small amount of tuition which the schools pay to the University for coordinating their participation in CIS. Students are able to earn college credit for their participation in CIS courses. The College in the Schools (CIS) Program Impact Survey for principals, teachers, and guidance counselors was administered as a web survey from April 9, 2003 through June 17, 2003. The survey sought information from school principals, teachers, and counselors on what they saw as the impact of CIS on their school, teachers, related academic departments, and students. The survey also asked about financial difficulties in implementing the CIS program and their support for charging students tuition to participate in the program.
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    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 Improvement
    The 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.
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    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 Improvement
    The 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 oversight
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    Anoka-Hennepin Compensatory Education Pilot Program, Year 1 Report
    (Center for Applied Research and Educational Improvement, 2007-01) Wahlstrom, Kyla; Hornbacher, Judy; Dretzke, Beverly; Peterson, Kristin; London, Rachel
    The Anoka-Hennepin Compensatory Pilot Program is a state funded effort to examine student impact when Compensatory Education dollars are reallocated to 2nd and 3rd grades in three pilot schools. 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 oversight. The Year 1 Report 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.
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    Arts for Academic Achievement: Case Study Cross-Case Analysis
    (Center for Applied Research and Educational Improvement, 2000-09) Wahlstrom, Kyla
    The overall goal for the Arts for Academic Achievement: The Annenberg Challenge in Minneapolis project (AAA) seeks to change the ways in which teachers teach and students learn in order to increase student achievement. In order to obtain a more detailed view of the activities that are occurring in the schools involved in AAA, the Center for Applied Research and Educational Improvement (CAREI) in the College of Education and Human Development at the University of Minnesota selected six schools, out of the 43 participating schools, as case study sites in order to study the process more fully. The schools selected as case sites include three elementary schools, one middle school, and two high schools. CAREI has been engaged with the members of the AAA teams at each of the six schools for the past two years, 1998-2000.
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    Arts for Academic Achievement: Images of Arts Infusion in Elementary Classrooms
    (Center for Applied Research and Educational Improvement, 2003-02) Wahlstrom, Kyla
    This paper presents the findings from a longitudinal research study of the experiences and conditions in which community-based artists have been blended into everyday, on-going instruction in six Minneapolis elementary schools. Along with an earlier paper, “Arts Integration—A Vehicle for Changing Teacher Practice,” this paper substantiates and deepens what was first described by teacher participants in group interviews. The methodology for this current study utilized extensive classroom observation conducted over time. The six schools studied were part of a larger district-wide arts integration initiative, where a total of 43 schools were involved in the Annenberg Arts for Academic Achievement Project. Within each of the six selected schools presented in this paper are individual and teams of classroom teachers who have worked with the same artist over the course of one to three years. The classroom teachers and teaching artists were observed on twenty-two different occasions by observer-researchers from CAREI over the course of a year.
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    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 Improvement
    The 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.
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    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 Improvement
    The 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?
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    Burnsville All-Day Kindergarten Year 4 Summary of Results
    (Center for Applied Research and Educational Improvement, 2009-06) Wahlstrom, Kyla; Michlin, Michael; Hanson, Anastasia
    This report discussed the results of a four year study of an all-day kindergarten cohort in Burnsville, Minnesota.
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    Burnsville All-Day Kindergarten Year 4 Summary of Results
    (Center for Applied Research and Educational Improvement, 2009-06) Wahlstrom, Kyla; Michlin, Michael; Hanson, Anastasia
    This report discussed the results of a four year study of an all-day kindergarten cohort in Burnsville, Minnesota.
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    Changing Times: Findings from the First Longitudinal Study of Later High School Start Times
    (NASSP Bulletin, 2002-12) Wahlstrom, Kyla
    In the early 1990s, medical research found that teenagers have biologically different sleep and wake patterns than the preadolescent or adult population. On the basis of that information, in 1997 the seven comprehensive high schools in the Minneapolis Public School District shifted the school start time from 7:15 a.m. to 8:40 a.m. This article examines that change, finding significant benefits such as improved attendance and enrollment rates, less sleeping in class, and less student-reported depression. Policy implications are briefly discussed, acknowledging this to be a highly charged issue in school districts across the United States.
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    College in the Schools Follow-Up Student Survey
    (Center for Applied Research and Educational Improvement, 2004-08) Wahlstrom, Kyla; Riedel, Eric
    The 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. There is a range of subject areas in CIS courses – world languages, English composition and literature, economics, history, and political science. The high school teachers are supported by professors from the University of Minnesota in terms of the content to be taught and instructional methods. The classes are offered within the regular school day and meet for a semester or the entire year. There is no charge to students to take the classes; however, there is a small amount of tuition which the schools pay to the University for coordinating their participation in CIS. Students are able to earn college credit for their participation in CIS courses. The CIS Follow-Up Student Survey sought to gather the opinions of past participants five years after they had taken a CIS course. 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. The survey also asked about their future plans after completing their postsecondary education.
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    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 Improvement
    The 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.
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    The dichotomy inherent in the principal's decentralized role: which master is served first?
    (University of Minnesota. Center for Applied Research and Educational Improvement, 1993-04) Wahlstrom, Kyla; Wrobel, G.
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    District 191 All-Day Kindergarten Program Longitudinal Findings 2003-06
    (University of Minnesota, Center for Applied Research and Educational Improvement, 2007-03) Wahlstrom, Kyla; Michlin, Michael; Hansen, Anastasia; Center for Applied Research and Educational Improvement
    Year 3 (2005-2006) of a longitudinal evaluation of all-day every day kindergarten in a metro area school district in Minnesota (Burnsville-Eagan-Savage School District 191). Student learning, instructional aspects, social development, parent perceptions, and logistical concerns were examined as part of a four-year study.