New research from the Regional Educational Laboratory Northeast and Islands (REL-NEI) points to links between student and school variables and 10th-grade Hispanic students’ scores on the Massachusetts Comprehensive Assessment System (MCAS) English language arts (ELA) and mathematics tests from 2002 to 2006.
EDC will design a four-year law and justice program and develop curriculum for high schools throughout California, with $2 million in funding from the San Francisco-based James Irvine Foundation. The new program will integrate existing resources, build connections to potential careers, and address California state and national standards.
The Inclusive Schools Network has announced that the 8th Annual Inclusive Schools Week will be held December 1-5, 2008. Inclusive Schools Week highlights the accomplishments of families, schools, and communities that have dedicated time, labor, and resources to promoting inclusive education.
With support from EDC, an initiative called the Social Legacy Program is working with Armenian Disability People Organizations to develop a national coalition. Coalition members will identify one or more challenges and then will develop activities to address those challenges.
In Ghana, many parents choose Islamic schools to ensure that their children receive a religious as well as academic education. However, many of these schools lag behind their counterparts in the secular system.
How should mathematics instruction change to fit the needs of students
with learning disabilities? Fred Gross, principal investigator of EDC’s
Addressing Accessibility in Mathematics, has been helping teachers across the United States answer this question.
For years, EDC trained African teachers on the basics of HIV prevention—consistently using a condom, for example, or asserting oneself in relationships. Yet teachers would return to environments where traditional gender roles did not support these behaviors.
Like many school districts across the nation, Rochester, Minnesota, struggles to address the disparities in academic achievement among its students. Helping this city of 100,000 identify and address these gaps is the focus of new research conducted by EDC.
“We needed the school and community to see that addressing the gaps in education was important for all children, not just those of color and with disabilities,” says EDC’s David Riley.
While pregnancy rates among teens in the United States have declined over the past decade, they continue to remain higher among Latinas than any other ethnic group. An innovative EDC teen pregnancy program, shown to be successful among English-speaking families, is now being tailored for Spanish-speaking communities.
EDC in collaboration with partners in education, youth media and business, is creating a youth-produced, Web-based media series and companion educator materials on science and engineering careers, targeting girls from underserved groups (minority populations, youth of low socioeconomic status and those with disabilities). The Girls Communicating Career Connections (GC3) project’s media series—short video segments produced by middle school aged girls—will capture the inquiry-based learning experiences of girls, as they investigate what it means to be a scientist or engineer.
An EDC-sponsored after-school project where girls produce videos about careers in
science and engineering recently received a donation of “flip cameras.” The cameras will enable the girls to produce Web-based personal vignettes in which they explore their dream careers.
In communities around the world, school fees can be so prohibitive for families that many students enroll late, drop out, or fail to attend at all. And when, as in the war-torn Democratic Republic of Congo (DRC),
the government is not able to support the schools, communities and families must resort to creative ways of generating income so that children can
As the Latino population in the United States grows, so does a large achievement gap. An EDC-designed professional development program is helping preschools offer an enriched program that is interactive and culturally and linguistically responsive.
By the time they reach middle school, some girls have become discouraged about pursuing their interests in science and engineering, falling prey to stereotypes that these fields are not for them. EDC has turned to a special group of experts in a new effort to encourage middle school girls to pursue their interests in science, technology, engineering, and mathematics (commonly referred to as STEM). The experts? Other middle school girls.
EDC is making history with an elementary girls school in Pakistan. The country’s first-ever solar-powered resource center, located within the school, is powered only by 28 panels bolted on the roof producing an average of 1,800 watts of energy at any moment during daylight hours.
For the thousands of foreign workers employed as domestics in countries around the world, jobs often carry unanticipated dangers. Recruited by international agents who promise lucrative jobs in exchange for a large fee, these workers often discoverthat legal protections from exploitation or abuse are all but nonexistent. With no
recourse, some are forced into virtual slavery
or resort to crime and prostitution to survive.
Siobhan Bredin, of EDC’s Education, Employment, and Community Programs, returned recently from the United Nations, where she addressed an international conference on girls and technology. She directs the ITEST Learning Resource Center at EDC, and is a member of the International Taskforce on Women and ICTs. Siobhan shared her thoughts about the worldwide challenge of encouraging young women and girls to pursue careers in science and technology.
A picture is worth a thousand words, especially when it comes to breaking down cultural stereotypes and crossing linguistic barriers. That’s the thinking behind a new curriculum for Japanese schoolchildren that uses picture books to help Japanese students learn about the United States. The curriculum was developed by EDC and Japan’s Iwate University, with funding from the Japan Foundation’s Center for Global Partnership.
Siobhan Bredin, project director of the National Science Foundation-funded ITEST (IT Experiences for Students and Teachers) Learning Resource Center at EDC, will address the United Nations this week, presenting five successful strategies for encouraging young women and girls to pursue skills and careers in science and technology.
A picture is worth a thousand words, especially when it comes to breaking down cultural stereotypes and crossing linguistic barriers. That’s the thinking behind a new cross-cultural curriculum for Japanese schoolchildren developed jointly by EDC and Iwate University.
Researchers at EDC are working with school leaders around the country to boost the involvement of Latino parents in their children’s education, recently focusing on an Arkansas county with one of the fastest-growing Latino populations in the United States. Researchers will work with leaders from the Helen Tyson Middle School, part of the Springdale Public Schools, to apply lessons from the EDC project PALMS—Postsecondary Access for Latino Middle-Grades Students.
EDC’s David Riley discusses efforts to provide all children with a quality education, including minorities, students of low socio-economic status, students just learning English, and students with disabilities.
When parents are involved in their children’s schooling, they can significantly increase students’ chances of graduating from high school and going on to college. Parent involvement is particularly important when a student would be the first in the family to enroll in college, and when poverty is a barrier.
EDC’s FunWorks project has teamed up with technology giant Cisco Systems, Inc., and the National Center for Women & Information Technology to increase awareness of education and career opportunities for girls and women in math, computing, and technology.
Education Development Center, Inc. (EDC) has added its name to a declaration focusing on the importance of women’s access to information and communication technologies (ICTs), and the link between access and increasing gender equity around the world. EDC and its co-signers will present the declaration at the United Nations’ World Summit on the Information Society being held in Tunis, November 16-18.
Nearly half the U.S. Latino population ages
18–25 have not completed high school, and
only 15 percent earn a postsecondary
degree, according to a recent report by the
Education Commission of the States. To
improve students’ opportunities for higher
education, EDC developed the project
known as PALMS (Postsecondary Access for Latino Middle-