Office of Planning and Research to Close Proficiency Gaps
ESE Research Update, May 2010
Research from ESE
Implementation Evaluation of the Expanded Learning Time Initiative.
In this evaluation report, Abt Associates analyzed the planning and execution of expanded learning time programs in the funded districts and schools during the third year of implementation (2008-09). The evaluation showed that nearly all schools implemented each component of expanded learning time to some degree: more instructional time in core subjects, more staff time for planning, professional development, and student data analysis, and increased enrichment opportunities for students. Differences arose in the fidelity of implementation across schools.
Outcomes Evaluation of the Expanded Learning Time Initiative.
In this evaluation report, Abt Associates analyzed the effects of expanded learning time programs on outcomes for schools, students, and teachers. The evaluation suggested that there are few differences in outcomes in school, students, and teachers between expanded learning time schools and non-expanded learning time schools.
Reports from ESE
2009 MCAS-Alt: State Summary of Participants and Performance.
The report looks at MCAS-Alt participation rates and performance results from the spring of 2009 in English language arts, mathematics, and science and technology/engineering. The number of special education students participating in the MCAS-Alt increased from 2008 to 2009. The majority of students scored in the Progressing performance level.
English Language Acquisition Professional Development (March 2010)
Kindergarten Development Grants (March 2010)
Expanded Learning Time, Year Three (March 2010)
Mathematics and Science Teacher Content-Based Professional Development (February 2010)
Early and Adolescent Literacy (February 2010)
School-Based Nutrition and Child Hunger Relief Programs (January 2010)
Research on Massachusetts education policy
Municipal Benchmarks for Massachusetts Middle Cities: A Look at Educational Achievement.
This white paper from the Pioneer Institute highlights the educational performance of the 14 school systems of their Middle Cities Initiative (Brockton, Chicopee, Fall River, Fitchburg, Holyoke, Lawrence, Leominster, Lowell, Lynn, New Bedford, Pittsfield, Taunton, and Worcester). The paper identifies which Middle City districts are improving MCAS scores or are reducing their dropout rates. The paper concludes that - even though there is much work still to be done - Taunton and Worcester are both strongly performing in improving MCAS scores and are decreasing their schools' dropout rate over time.
Meeting the Challenge: Promising Practices for Reducing the Dropout Rate in Massachusetts Schools and Districts.
In this policy brief, The Rennie Center interviewed 11 high schools in 9 Massachusetts school districts in order to understand their practices in reducing the dropout rate. Some of the promising practices derived from the study include building a sense of community with smaller learning environments and more staff/peer attention, providing wraparound services, and supporting students' transition into the ninth grade.