High Schools

In collaboration with EDC’s Center for Leadership and Learning Communities, this research project investigates two overarching questions: (1) What do teachers learn by participating in professional development programs that use classroom records and artifacts? and (2) What aspects of their learning do teachers apply to their classroom practice?

E-Learning for Educators, funded by the U.S. Department of Education’s Ready to Teach program, seeks to establish successful, sustainable, statewide online professional development programs that address teacher quality and student achievement goals. Through its EdTech Leaders® Online program, EDC supports this initiative by establishing a cadre of online professional development instructors and course developers within each state.

The Lorain City School District’s Smaller Learning Communities (SLC) project provides professional development, career development, college awareness activities, and summer school programming in support of six SLCs. EDC conducts a project evaluation that focuses on changes in student performance attributable to the project and the degree of integration of professional development in the classroom.

EDC in collaboration with Citizens’ Housing and Planning Association (CHAPA) developed a four lesson curriculum unit for high school students to learn about affordable housing problems and solutions. Schools were paired with community partner organizations, and students encouraged to work with government agencies and community groups to address local problems. The curriculum unit was pilot tested in 2006 in Boston, Newton, and Worcester. In the 2006-2007 school year, the schools will use it again, and new schools in Boston, Needham, and other communities will be added.

EDC will develop a high school level standards-based Ford PAS module that focuses on personal financial literacy, while strengthening students’ knowledge and understanding of mathematics, including key algebraic concepts. In this module, students will explore individuals’ responsibilities and rights and apply algebraic concepts to the making of short-and long-term financial decisions. Such decisions will include applying for and choosing a credit card, making a large purchase, planning to pay for college, investing, and planning for retirement.

The purpose of this study is to gather data about struggling readers with learning disabilities from mid-sized urban school districts in Connecticut, Massachusetts, Rhode Island, and New Hampshire. The project answers the following questions: (1) What diagnostic assessments are administered to students with identified learning disabilities who are struggling readers (e.g., fall below the Basic level on standardized tests) to determine their strengths and needs with respect to foundation skills (e.g., phonemic awareness, knowledge of high frequency sight words, and decoding ability)?