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The experimental evaluation of the "Tools of the Mind Pre-K Curriculum" described in this report was designed to examine the effectiveness of the "Tools of the Mind" ("Tools") curriculum for enhancing children's self-regulation skills and their academic preparation for kindergarten when compared to the usual prekindergarten curricula in use in the school system. In order to assess the long-term impacts of "Tools" on student academic achievement and self-regulation outcomes, students were followed into kindergarten and first grade. Participating classrooms were also observed three times during the prekindergarten year using multiple measures designed to capture implementation fidelity as well as child and teacher behaviors in the classroom. The project was fortunate to have participants from Franklin Special School District, Lebanon Special School District, Wilson County School District, and Cannon County School District in Tennessee as well as Guilford County Schools and Alamance-Burlington School System in North Carolina. The evaluation involved two cohorts of children. Cohort 1 (2010-2011) included the four Tennessee school systems and Guilford County Schools in North Carolina and involved children from 60 classrooms ("Tools" = 32) in 45 schools ("Tools" = 25). Cohort 2 (2011-2012) included Alamance-Burlington School System in North Carolina with children from 20 classrooms ("Tools" = 10) in 12 schools ("Tools" = 5). The research design investigated the effectiveness of "Tools," by conducting a longitudinal cluster-randomized experiment to address the questions: (1) Do children in "Tools of the Mind" classrooms improve more in literacy, math, social skills, and exhibit reduced behavior problems during the preschool year than children in "business as usual" comparison classrooms? (2) Do children in "Tools of the Mind" classrooms show greater gains in learning-related self-regulation than children in the comparison classrooms? (3) Are there differential effects of "Tools of the Mind" associated with characteristics of the children? And, (4) Do the effects of participating in a "Tools of the Mind" classroom sustain into kindergarten and first grade? In addition, an extensive battery of observational measures was employed to examine implementation fidelity and other classroom processes that might have mediated the curriculum effects. Overall, the authors found no significant effects of the "Tools of the Mind" curriculum on literacy, language or mathematics achievement when compared to business as usual classrooms whose teachers used a variety of curricular approaches. Similarly, they found no effects on Self-Regulation. Gains in achievement and self-regulation were correlated, r = 0.35. Additional outcomes and future directions are recommended. (Contains 53 tables.) [For "Experimental Evaluation of the Tools of the Mind Pre-K Curriculum. Fidelity of Implementation Technical Report," see ED574843.]

This is a support document to the "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide" report. Developed for users of LSAY, the user guide consolidates information about the LSAY 2009 cohort into one document. This support document provides school and school transition information for the guide. [For the main report, "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide. Technical Paper 74," see ED536971. For other supporting documents, see "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements A--Demographics. Technical Paper 74A" (ED536979); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements B2--Education (Post-School). Technical Paper 74B2" (ED536975); "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements C--Employment. Technical Paper 74C" (ED536974); and "Longitudinal Surveys of Australian Youth (LSAY) 2009 Cohort User Guide: Data Elements D--Social. Technical Paper 74D" (ED536972).]

This paper proposes a mathematical model that delineates a feasible system of bus transportation for this multiple-school district. The model is composed of six elementary school districts which are part of the overall middle school and high school district. This proposal attempts to show Laurel district busing as a representative sample of what needs to be done in all six elementary districts. Final transportation routes from all six districts to the centrally located county Middle and High Schools are included and explained. Both elementary district and entire county algorithms are included. First, the population distribution was analyzed and bus stops were created for the sample Laurel district such that the average number of children per stop is maximized and each child walks no more than a predetermined distance. Next, the bus stops were grouped geographically into regions of roughly equivalent number of students, and the viable routes for each region were determined. Finally, these routes were sequenced by the implementation of the NCL (No Child Left at Bus Stop) algorithm created for the Madison County Schools. The algorithm has been created so that changes can be made to accommodate adjustments in parent and school board decisions.

This paper focuses on methods to improve the reading abilities of college students. A list of five elements college instructors (who are not reading specialists) should establish in a content reading agenda is offered; (1) an instructional basis for the reading process which will work for them; (2) content literacy environments; (3) insights into the skill level characteristics of readers; (4) working relationships with the campus reading program; and (5) inclusion of reading strategies in their content instruction. Stating that students must know the purpose of the course and understand what is to be done with the information provided through lectures and textbook reading assignments to successfully interact with the text, the paper offers methods of establishing the five elements suggested. Also addressed are the unique challenges of social science, mathematical, and scientific reading instruction. The paper concludes with a brief summary and suggestions for collaboration between the content specialist and the reading staff. (Contains 55 references.) (CR)

Toilet paper (TP) composition and physical characteristics were used to model scientific investigations that combined several "National Science Education Standards." Experiments with TP permitted the integration of TP history, societal change resulting from invention, mathematics (including geometry and statistics), germ theory, and personal hygiene practices, along with microbiology techniques.

Mathematics has its own unique vocabulary as well as words which cut across all academic disciplines. It also has abstract symbols which belong to mathematics solely. Words and symbols need to be read meaningfully by students. Along with reading, mathematics teaching stresses the use of a variety of learning opportunities to guide students to attain worthwhile objectives. Developmental concrete, semiconcrete, and abstract experiences are needed to provide for individual differences among students in the classroom. This paper focuses on reading and word problems in math, suggesting that the teacher might assist students who have difficulties in word identification by instructing in the use of context clues. The paper states that once correct word identification and comprehension are present, students may need assistance in determining what is asked for in the word problem. It also discusses criteria for mathematics teaching and objectives, testing, and mathematics achievement. The paper notes that a relaxed environment must be present in the classroom, so that students may achieve and not worry or feel uneasy about the classroom climate. (NKA)

In today's schools, the additional time demanded by administrators and parents for literacy instruction of school beginners has almost eliminated content area instruction in science and social studies and has reduced instruction in math. This paper shows how to present such instruction in content areas to emergent readers without sacrificing literature through a selection of books recommended in "Best Books for Children." Each book title in the paper relates to content standards recently and professionally established for the lower grades by national organizations and/or a state department of education. Each of the 13 titles may be read aloud to the class and followed by the developmentally appropriate activity described in the paper. Also included are synopses of the books as well as the individual concepts in science, social studies, or math found in those books. (NKA)

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as "percent proficient or above" statistics (i.e., the percentage of Idaho students who performed at the "A" level). This paper illustrates how a traditional normative statistic using scale scores--percentiles--can provide informative descriptions of student achievement trends. The 10th, 25th, 50th, 75th and 90th percentiles for the ISAT 2015, 2016, and 2017 English Language Arts and Mathematics tests for grades 3-8 and 10 were examined. These five percentiles provided an across-the-board look at student achievement (i.e., High, High Average, Average for Grade Level, Low Average, and Low performing students) and at how achievement has changed over time and graphically via boxplots and line graphs. Between 2016 and 2017, Idaho lost 26 percentile points statewide in English language arts but gained three in mathematics. Statewide from 2016 to 2017, the English language arts percentiles of Idaho's High and High Average performing students increased while the percentiles of Idaho's Average, Low Average, and Low performing students decreased. The mathematics percentiles of Idaho's High, High Average, and Average performing students increased while the percentiles of Idaho's Low Average and Low performing students decreased. These achievement trends in terms of percentiles could become an informative element of Idaho's comprehensive accountability system. (Contains 7 references, 2 tables, and 16 figures.)

The new mathematics standards recently issued by New York (NY) require that all educators participate in the mathematical development of their students. This paper argues that what is being written about mathematics can be used in any subject. It explains that an investigation of writings about mathematics led to the discovery that it can be used in any subject. A number of mathematics topics were discovered that could be taught while teaching social studies. The paper reviews the literature that influenced these thoughts. It also demonstrates how one social studies educator has begun to teach mathematics during social studies. Contains 9 references. (Author/BT)

The Educational Policy Improvement Center (EPIC) conducted an investigation of the Intersegmental Committee for the Academic Senates (ICAS) Statements of Competencies for Mathematics and Academic Literacy. The purpose of this work is to understand how the ICAS competencies relate to college and career readiness, as represented by the augmented Common Core State Standards (CCSS) adopted by the California State Board of Education (SBE) on August 2, 2010. This study investigated a crosswalk analysis between (a) the Academic Literacy (ELA) ICAS competencies and the CCSS ELA Anchor Standards and (b) the mathematics ICAS competencies and the CCSS Standards for Mathematical Practice and the High School Mathematics Standards at the cluster level. Overall, the study finds that the ICAS competencies do relate to the augmented Common Core State Standards. This study also reveals the absence of certain "habits of mind" and English as a Second Language (ESL) standards in the CCSS ELA standards, and the absence of discrete mathematics and calculus in the augmented CCSS mathematics standards. The ICAS framework is broader than the CCSS ELA standards in addressing additional components related to supporting ESL students and includes key cognitive strategies all students need to be successful in postsecondary settings. The results of this study also raise the issue of the level of desired preparation in mathematics for high school graduates in California. The CCSS mathematics standards strongly relate to the ICAS competencies identified as "essential" for all students, but have gaps with the ICAS competencies deemed "desirable" for all students. Appended are: (1) Standards and Competencies; and (2) Competencies and Frequencies of Ratings. (Contains 5 figures, 17 tables, and 5 footnotes.) [This paper was prepared for Policy Analysis for California Education (PACE).]

This paper describes Tennessee's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Tennessee's application for Race to the Top laid out an ambitious education reform agenda at all levels--from the state to the school district to the classroom. The state established equally ambitious goals for improving both teacher and leader effectiveness and student achievement. In the first year of implementation of the Tennessee First to the Top initiatives, the state made modest gains towards achieving those goals. From 2010 to 2011, overall student achievement in the two primary focus areas of the grant, 3rd grade reading and 7th grade math, increased by 2 percentage points and 7 percentage points respectively. The implementation of Tennessee's reform agenda has been complex and not without its challenges, but the state has made significant progress in a number of key areas over the past year. Tennessee has made the most significant progress in the area of great teachers and leaders-specifically the development of a new teacher and principal evaluation system, recruitment initiatives, and strategic compensation plans. The state has also laid the groundwork for significant progress to come in the next year on standards and assessments, data systems, school turnaround and STEM, specifically through initial awareness training for the Common Core standards, planning for an early warning data system, establishing charter schools and a co-management process for the state's Achievement School District, and creating two new STEM platform schools. Local education agencies that are experiencing gains in student achievement are executing on First to the Top plans that support these initiatives and have a comprehensive focus on the state goals. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Tennessee Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]", see ED529330.]

This paper describes Rhode Island's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Race to the Top has provided Rhode Island with the funding needed to carry out a single powerful vision: an education system that prepares all Rhode Island students for success in college, careers, and life. Rhode Island's comprehensive strategic plan, Transforming Education in Rhode Island (RIDE Strategic Plan), continues to form the foundation for the state's Race to the Top implementation. Rhode Island is utilizing a unified, statewide approach toward Race to the Top; the state and participating Local Educational Agencies (LEAs) are working together to build and implement statewide systems of support that benefit all students and educators. Rhode Island has adopted the Common Core State Standards and has held Study of the Standards training sessions with more than 50% of the state's educators in 19 districts in order to prepare for the transition to the Common Core. The training sessions, which continue into year two, will help educators and administrators understand how the Common Core will impact their classroom practice. Rhode Island has engaged in planning activities around enhancing its data systems to support instruction, as well as developing the systems that will support critical activities around instruction and assessment. This included establishing a Data Governance Board to oversee all elements of the data enterprise system and stakeholder engagement. Rhode Island has developed a model educator evaluation system in collaboration with educators from more than 23 school districts and education organizations in Rhode Island. Rhode Island utilized the analysis of student-test-score and graduation-rate data to identify five persistently lowest-achieving (PLA) schools. Through the Protocol for Intervention: Persistently Lowest-Achieving Schools, approved by the Board of Regents, Rhode Island has articulated all roles, responsibilities, and expectations for LEA leadership once a school is identified as PLA and the models recommended for addressing their schools' PLA status. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Rhode Island Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529328.]

This paper describes Ohio's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. The sections presented in this report highlight key accomplishments made by Ohio to implement a comprehensive and coherent approach to education reform over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Some of the achievements made by Ohio are: (1) Ohio's State Board of Education adopted the common core standards in June 2011; (2) Standards crosswalks comparing the K-12 common core state standards and Ohio' 2001 K-12 academic content standards in English language arts and mathematics were developed and published on the ODE website; (3) Standards crosswalks comparing the 2010 state revised standards in science and social studies to the 2002 academic content standards; (4) Model curricula aligned to the common core state standards and the state revised standards were State Board adopted in March 2011; (5) 774 model curricula in ELA, Mathematics, science, social studies were developed and published on the ODE website; (6) Approximately 13, 000 educators participated in state-sponsored awareness and professional development sessions on the standards; (7) Fall and spring standards and model curricula sessions provide awareness and understanding to 10,744 educators statewide; (8) Revising Ohio Board of Regents (OBR) college readiness expectations aligned to the common core state standards; (9) Ohio and the Center for Educational Leadership and Technology (CELT) defined the Instructional Improvement System (IIS) requirements and it continues to work with Local Education Agency (LEA) stakeholders to refine Ohio's requirements; (10) Ohio and Board of Regents collaborate to work on data exchange to link K-12, Higher Education, and Workforce data; (11) Ohio will expand upon and leverage its existing statewide longitudinal data system and associated data tools to develop a comprehensive integrated system that allows user-friendly access to various data analysis and reporting capabilities; (12) Ohio redesigned Educator Performance Management Systems/Support Educators through evaluation results; (13) Ohio expanded effective educator preparation programs; (14) Ohio supported educators to increase student growth; and (15) A strategic goal of Ohio's Race to the Top plan is to improve achievement for 33,000 students enrolled in 68 persistently low-achieving schools (PLAs) (42 district schools and 26 community schools). [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Ohio Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529325.]

This paper describes the State's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. North Carolina's progress and accomplishments in the first year of Race to the Top have positioned the state for effective implementation of reform efforts over the course of the grant. In the first year, North Carolina established its project infrastructure, including project plans, vision documents, policies/procedures, staffing, partnerships and contracts, input and oversight mechanisms (including stakeholder oversight bodies and working groups), as well as gathered diagnostic information to guide implementation in the education reform content areas. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. North Carolina Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]", see ED529322.]

This paper describes New York's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Highlights of this report include: (1) The State Board of Regents adopted the Common Core State Standards for Math and ELA; made progress in developing and disseminating CCSS implementation resources--including conducting a statewide webinar with David Coleman and creating the EngageNY.org microsite; completed the design of its very successful statewide Network Team Summer Institute for approximately 500 educators (August 2011); continued its active engagement as a governing state for PARCC; and conducted a gap analysis to determine how well aligned its current state assessments are to the CCSS; (2) One of five states participating in Phase One of the CCSSO Shared Learning Initiative (SLI); launched initiatives to develop comprehensive course catalog and data system security for teachers, students, and parents; started working with a number of other NYS agencies to enhance the P-12 data system; and collaborated with NY's two public higher education systems (SUNY and CUNY) to promote data sharing and enhance functional and systems architecture; (3) This Spring, the Board of Regents adopted regulations to implement the historic 2010 legislation on teacher and school leader effectiveness by requiring annual evaluations based in significant part on student achievement. This new law and regulations not only fundamentally change the way teachers and principals are evaluated, but requires that these evaluations be a significant factor in decisions relating to promotion, retention, tenure, and differentiated professional support and professional development. The law also provides an expedited disciplinary process for the removal of ineffective teachers and principals. The State Education Department also published guidance to the field around the regulations and conducted a statewide webinar on the regulations as well. The state made substantive progress on the design of RFPs to promote clinically-rich pilot programs in undergraduate and graduate teacher education and for principal preparation; and (4) Awarded 2009 Cohort 1 SIG grants and almost completed the review of applications for SIG 2010 Cohort 2 during this time period; published guidance to districts with PLA schools regarding the implementation of the new Teacher/Leader evaluation system and for implementation of Educational Partnership Organizations; conducted Joint Intervention Teams to new PLA/SURR schools; aligned NCLB and IDEA Accountability Systems; redesigned and strengthened the Regents approach to charter school authorizing. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. New York Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529326.]

This paper describes Maryland's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Maryland has established a Race to the Top (RTTT) office in the Division of Academic Reform and Innovation under the direction of an Assistant State Superintendent. The personnel in this office manage the day-to-day operations of the Race to the Top program. English language arts and mathematics curriculum teams completed the draft Maryland Common Core Curriculum Frameworks in May, 2011. Maryland educators from across the state worked for nine months to develop these frameworks. Maryland has made some significant progress on its data systems in this initial year of Race to the Top funding. On June 1, 2010, Governor Martin O'Malley signed an Executive Order creating the Maryland Council for Educator Effectiveness. The Executive Order set forth the membership, identified the co-chairs, prescribed operating procedures, and set forth the responsibility of the Council. During 2010-2011, MSDE's Breakthrough Center has provided turnaround services to the bottom 5 percent of schools in Maryland--11 low-achieving schools required to adopt one of the four federal intervention models (Turnaround, Restart, Closure, and Transformation) and 10 feeder schools in the Baltimore City Schools and Prince George's County. Throughout 2010 -2011, the Center created partnership agreements with Baltimore City and Prince George's County for the lowest-achieving schools and their feeder schools in the Breakthrough Zones, a five-year commitment of assistance from MSDE, coordinated by the State's Breakthrough Center. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Maryland Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529320.]

This paper describes Florida's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Florida has relied on its strong foundation of education reform and results coupled with the new resources of Race to the Top to further its reform efforts. The state has accomplished a great deal during Year 1 of the grant, not only in initiating state and LEA (local education agency) grant projects, but in furthering related state reforms through embracing Race to the Top as the new way of work in Florida. (Contains 1 table.) [For the parent report, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Florida Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529312.]

This paper describe Georgia's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Race to the Top focuses on improving Science, Technology, Engineering, and Mathematics (STEM) education for Georgia students. The plan includes providing professional development for math and science teachers, strengthening the pipeline of science and math teachers from institutes of higher education, and expanding STEM related virtual courses. As a result, in partnership with the Georgia Department of Education, Georgia Tech received funding through the Race to the Top program to expand STEM programs through its outreach center, the Center for Education Integrating Science, Mathematics and Computing (CEISMC). In year one, Georgia established the "Innovation Fund," a competitive grant program to promote innovative and high-impact practices that boost student achievement. The program is designed to support the establishment and deepening of partnerships among Georgia's local education authorities (LEAs) or charter schools, institutions of higher education (IHEs), businesses and non-profit organizations. Through Race to the Top funds, Georgia is expanding its existing partnership with Communities in Schools in Georgia (CISGA). These funds allow for the creation of three new CISGA-led centers in LEAs that have lowest-achieving schools. Through RT3, Georgia entered into strategic partnerships with organizations such as Teach for America (TFA) and The New Teacher Project (TNTP) to increase the pipeline of effective teachers to low-achieving schools. The Race to the Top--Georgia "steering committees" continue their work around three major components of the program: Value Add/Student Growth, Evaluations, and Other Student Learning Measures. [For the state summary report, "Race to the Top. Georgia Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529314. For "Race to the Top Annual Performance Report," see ED529267.]

This paper describes Hawaii's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. This past year, Hawaii embarked upon a whole system transformation effort with more clearly articulated roles and responsibilities across the central office, complex area and schools. Catalyzed by the Race to the Top award (RTTT), the Hawaii State Department of Education (HIDOE) has begun to advance a set of comprehensive reforms across four major strands of work: standards and assessments, human resource management, data systems, and turning around persistently underperforming schools. Meeting the aggressive performance goals demands the entire state rally around this agenda, which is why the state has also solidified cooperative partnerships that better align its actions vertically from Pre-Kindergarten to institutions of higher learning and horizontally across the K-12 system. Early results of the 2011 Hawaii State Assessment are in: the percentage of students scoring proficient or above on the Mathematics exam rose from 48% to 54%, while English Language Arts performance held steady at 66%. At the same time, the achievement gap between elementary-age Native Hawaiian students and their statewide peers in ELA was reduced from 12% to just over 9% in the past school year. [For "Race to the Top. Hawaii Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529316. For "Race to the Top Annual Performance Report," see ED529267.]

This paper describes Delaware's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, it highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. With its Race to the Top win last year, Delaware embraced a unique opportunity, and responsibility, to dramatically improve student outcomes for all students in the state. Race to the Top is not just another grant program; rather, it has become the catalyst for comprehensive and sustainable statewide reform. Individual sections contain references and footnotes. [For the parent report, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. Delaware Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529310.]

This paper describes the District of Columbia's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great teachers and leaders, and turning around lowest-achieving schools. Washington, DC has made significant progress in implementing a comprehensive approach to education in the four core reform areas since receiving the Race to the Top grant. Highlights of this report include: (1) Race to the Top has collaborated with the Division of Standards, Assessment and Accountability to create an aggressive Common Core Standards Roll-out Plan for the District. Each LEA (local educational agency) will implement the Common Core Standards beginning in school year 2011-12. During the spring and summer of 2011, OSSE (Office of the State Superintendent of Education) and Race to the Top participating LEAs provided extensive professional development for their teachers, including those teaching special education. Additionally, OSSE provided guidance to all LEAs so they could provide information on the Common Core Standards to parents through parent meetings and Back-to-School nights using parent guides created by the National PTA; (2) Washington, DC awarded $5,000,000 in Instructional Improvement Systems grants to four lead Local Education Agencies. These lead LEAs with expertise in instructional improvement systems are sharing their technology and expertise with 20 LEAs that are not as far along in their data systems initiatives; (3) DC has developed a number of rigorous metrics and tools for measuring the performance of teachers and schools and informing improvements to instruction. OSSE has developed common criteria for Race to the Top participating LEAs' teacher and leader evaluation systems. OSSE is in the process of managing a process of reviewing these plans to ensure that they meet these criteria. DC has adopted a common schoolwide growth model for use in the 2011-12 school year that is based on 2010-11 DC CAS data. The model results will be used as part of the Public Charter School Board's Performance Management Framework, DC Public Schools' School Score Card, and OSSE will give the data to LEAs to inform their practice. DC has also adopted a common value added model for use in participating LEAs' teacher evaluations; and (4) Although funding is not scheduled to begin until Year 2 of the Race to the Top grant, Washington, DC has been a leader in implementing initiatives for turning around the lowest-achieving schools. During the reporting period, DCPS, its largest LEA, implemented plans for turnarounds in 21 of its most struggling schools, including significant staffing changes at six schools being reconstituted under the No Child Left Behind law. DC Public Schools also has a comprehensive screening process that produces high quality teachers and principals for all of their schools, many of which are low achieving. As it relates to Race to the Top activity, DC PS has defined needs and requirements for SY11-12, established a detailed turnaround plan and timeline for each school slated for turnaround, posted job requisitions for enhanced capacity, and identified potential vendors to support the work. [For the parent document, "Race to the Top Annual Performance Report," see ED529267. For the state summary report, "Race to the Top. District of Columbia Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529308.]

A team of faculty from both Stark State College of Technology (SSCT) and the Canton City Schools (CCS) reviewed their respective curricula opposite the Ohio Academic Content Standards, assisted by a crosswalk indicating which of those standards were measured by COMPASS/ESL a widely used college placement test. This study found that the skills needed for first year SSCT courses in math and English language arts (ELA) and the CCS coursework from 7th to 12th grade, on the basis of Ohio Academic Content Standards indicators are more closely aligned to each other than what is reflected by the COMPASS/ESL test and diagnostics measures. This project created what the researcher believes to be a viable charting and comparison measure to assist in future explorations. While the degree of alignment between CCS and SSCT courses proved to be promising and COMPASS/ESL showed to be a viable measure, this study indicates that high school teachers and college professors alike must continue to look at alignment issues together, determining what they mean to each respective institution. Findings of the Ohio Board of Regents on the efficiency of the complete academic core in eliminating high levels of remediation are also supported. (Contains 44 footnotes.) [This paper was written with Ken Brunner, Debbie Jacob-Turner, Wendy Lichtenwalter, Carol Halamsy, Connie Faust, Enyinda Onunwor and Yojana Sharma.]

England's Department for Education and Skills (DfES) plans to require schools to set targets for students at their school to attain level 5+ in each of English and mathematics in the tests in 2003 and beyond. These targets will be in addition to those already set for achievement at level 4+. There are new national targets for Key Stage 2 in English and mathematics for 2004: 85% of students to achieve level 4+ and 35% to achieve level 5+ in each of English and mathematics. This booklet explains the national targets using a question-and-answer format. (NKA)

At the end of the 1999-2000 school year, 9,175 students in grades 3-8 in the Wake County Public School System (WCPSS), North Carolina, failed to score at or above grade level on either reading or mathematics, or both sections of the North Carolina End-of-Grade (EOG) tests. Under the new WCPSS promotion/intervention policy in effect for the 2000-2001 school year, such students are candidates for intervention and are at risk for being retained in the same grade level. This paper describes a pilot test of the new promotion/intervention policy and describes what happened to students who failed their EOG tests. The study took place in seven elementary and middle schools. At the pilot sites, school staff provided up to two retesting opportunities for students, with a brief period of remediation before the first retest. Students at pilot schools with traditional calendars could take a second retest at the end of summer school. In grades 3 through 5 in the pilot schools, 269 students did not pass the EOG tests. After the 2 opportunities for retesting and the summer program, 78.1% were promoted, 17.1% were retained, and 4.8% were no longer enrolled. At the middle school level, of the 500 students who did not pass the EOG tests, 67.8% were promoted, 20.2% were retained, and 12.0% were no longer enrolled. These results show that, at the elementary level, only a little help is sometimes needed, since most students who improved did so before the summer program. The effectiveness of summer school was limited in helping students meet the new standard. The analyses indicate that a conservative estimate is that retention for 2000-2001 may double at elementary and middle schools, although anecdotal evidence from other counties suggests that this retention rate would soon begin to decrease. (SLD)

The purpose of this study was to assess the efficacy of academic background and noncognitive variables as predictors of student achievement in science and mathematics. Participants in this study were 9,802 students who began as new freshmen during 5 consecutive fall semesters and took at least 1 of 14 frequently taken mathematics and science general education courses. Significant relationships between entering academic characteristics, self-appraisals of ability and achievement expectancies, and grade performance were noted. In addition, a number of high school senior-year activities were related to later grade performance. These findings provide direction for future assessments of students' mathematics and science outcomes. An appendix discusses the entering academic characteristics, including American College Testing program scores. (Contains 14 tables and 21 references.) (Author/SLD)

Resources developed by "Campus Compact," a coalition of over 550 colleges and universities established to create and enhance service learning opportunities for students, are presented in this handbook for mathematics and science faculty. A brief introduction defines service learning and provides a continuum of types of service learning, such as one-day fundraising tasks, class-related assignments, volunteer tutoring, and paid internships. The first section provides sample documents used in administering programs, including a development form for integrating service learning into a course, a reasoning objectives matrix, a student application, a learning hour report, and an evaluation form. The next section underscores the importance of reflection in the service learning process, offering models and guidelines for facilitating reflection among participants. Selected resources are provided in the following section, and a sample analysis of the effects of tutoring on academic achievement. The final section contains sample syllabi designed to assist instructors who wish to integrate a service learning component into their math and science courses. Contains 14 references. (MPH)

This monograph briefly describes a sampling of tools and technologies that can be used by adults with learning disabilities to improve their functional capabilities in employment, educational, or personal settings. Stressed is the importance of evaluating each technology in terms of the individual's unique profile, the function to be performed, and the particular context in which the technology will be applied. The assistive technologies are grouped according to the following functional areas: (1) organizational skills, memory, managing personal information, time management, and staying on task, through use of such devices as beepers/buzzers, tape recorders, and index cards; (2) auditory/listening management through use of pressure-sensitive paper for classroom note-taking, a laptop computer for notetaking, and books on disc; (3) visual processing through use of tape recordings, large print materials, and computers with voice output capabilities; (4) math assistance through use of color coding of columns, hand-held talking calculators, and special-feature calculators; (5) reading assistance through use of optical character recognition systems with speech synthesis, books on tape, and online services; and (6) written language assistance through use of spell checkers, grammar checking and proofreading programs, and speech-to-text programs. Also briefly covered is use of technology to foster independence, the multimedia approach, use of telecommunications for distance learning, and sources of various services and resources. (DB)

Within the realm of outdoor education, there are as many definitions of what it is or what it isn't as there are books. One definition is that outdoor education is teaching outside the classroom. It combines with and blends as part of the total curriculum. This handbook is designed as a manual to help train and support staff related to outdoor education programs. Although it is specifically oriented toward resident outdoor education programs, most of the material has been generalized and can easily be used by a school or resident center in developing an approach to outdoor education. The handbook includes: (1) discussions of sensory awareness, discovery learning, group dynamics and leadership, and the three-legged stool of group function styles of leadership; (2) lesson units for teaching creative arts, language arts, natural science, math, physical education and recreation, and social science; and (3) samples of forms, lists, and evaluations, i.e., letter to parents, equipment list, health form, permission slip form, a daily program schedule, camp rules and regulations, dining room procedure (family style feeding), school menu list, activity sign-up sheets, student instructors' responsibilities and camp contract, and parent on-site evaluation. A 20-item bibliography on theories and practices of outdoor education is included. (NQ)

These environmental education materials include both out-of-classroom and in-classroom experiences. The activities emphasize seven major goals including language skills, number skills, social skills, motor skills, science, and attention span. There are eight coded topical areas: (1) air; (2) animals; (3) games; (4) light; (5) plants; (6) seasons; (7) soil; and (8) water. Each topical area contains a variety of activities related to the general theme. The activities are described on separate cards and are written for the teacher. Each card contains the following: (1) a title; (2) a purpose; (3) suggested directions; (4) a materials list; and (5) hints and instructions for the teacher. The materials were tested with trainable mentally retarded students. (RH)

Intended for teachers of gifted students in grades 4-6, the guide emphasizes the need for specialized instruction in mathematics, suggests methods for teaching mathematical facts and concepts, describes approaches and materials to develop students' understanding of mathematical principles, and explores ways to build skills and creativity. Stressed is the resource role of the mathematics specialist in diagnosing individual student needs and in planning a program to build sequential understandings and skills. Listed are mathematical facts and concepts (for sets and subsets, numbers and numeration, operations, mathematical sentences, measurement, graphs, and geometric figures) followed by suggested teaching activities such as using graph paper to diagram multiplication facts and using both a yardstick and a meter stick to measure student height. Suggested are games and experiences to help children discover and test mathematical generalizations. Recommended instructional approaches include using magic squares to develop computational skills, adapting the seminar teaching/learning style to encourage higher intellectual skills, and the discovery of alternate problem-solving methods to develop creativity. Noted is the relationship of mathematics to other subjects such as science, geography, and music and the need for coordination between mathematics specialists and teachers of gifted children at the elementary and junior high school levels. (LH)

The revised guide, prepared to supplement the existing curriculum, suggests activities related to the three student goals: (1) to develop an awareness of who he/she is, and, through effective decision making, what he/she can become; (2) to become aware of the interrelationships of society with his/her school, community, family, work, and leisure; and (3) to become aware of the many facets of the world of work. A definition of career education and an outline of 10 junior high career education concepts open the document and are followed by steps for study. Suggested activities and ideas are presented for the manufacturing area with related units on mathematics, social studies, science, and general applications. The units provide activities related to manufacturing; office management; advertising; and the baking, motor vehicle, apparel, and paper industries. Various units provide prefield trip and postfield trip information and activities. Objectives, teaching procedures, and resource materials are presented for each unit. The document concludes with a discussion of field trips and resource persons and provides a 12-page list of local field trip sites and guest speakers. (BP)

Current and projected manpower shortages in high technology areas are examined with respect to the region served by the Southern Regional Education Board (SREB). Many of the problems associated with the shortfall of trained individuals are viewed as connected to decreasing numbers of students taking advanced mathematics, and a lack of concerted efforts and strategies to reverse this trend. Sections presented include: (1) Wanted: High Technology Graduates; (2) Limited Supply of High Technology Graduates; (3) Constraint on Supply: High School Mathematics; (4) Women and Minorities: A Potential Source; (5) Mathematical Achievement: A General Decline; (6) The Shortage of Mathematics Teachers; (7) Supply and Demand Projections, Southern Region; (8) Mathematics and Computer Science; (9) The Outlook for Engineers; (10) How High Can Engineering Enrollments Go; (11) Supply and Demand for Engineers in the South; (12) Engineering Doctorates Sharply Down; (13) New Priorities and Changing Demands for High Technology Graduates; and (14) Conclusions. (MP)

This secondary unit of instruction on mathematics is one of sixteen Common Core Units in Business Education (CCUBE). The units were designed for implementing the sixteen common core competencies identified in the California Business Education Program Guide for Office and Distributive Education. Each competency-based unit is designed to facilitate personalized instruction and may include five types of materials: (1) a teacher's guide, which provides specific strategies for the units as well as suggestions for the use of the materials; (2) a student manual, which directs the student through the unit's activities and jobs and brings the student to the competency level for the unit; (3) working papers, which are consumable materials used in completing the jobs and activities described in the student manual; (4) pre/post tests and quizzes; and (5) suggested electronic media. A strategies manual and the California Business Education Program Guide and supplements are also available--see note. (LRA)

The paper discusses the mathematics and science education of gifted students in grades 7 through 12. Characteristics of students gifted in science and mathematics are described; identification procedures reported in the literature are reviewed including general approaches and those specific to math and science; teaching methods involving differentiation are discussed; and suggestions are listed for program design, components, and organization aspects. Among appendixes is a listing of science and mathematics materials for the gifted. (CL)

Information concerning reading skills that must be developed concomitantly with fundamental mathematical concepts is provided in this paper designed for elementary school mathematics teachers. The relation of basic computation skills to vocabulary developments and specialized reading skills is discussed. Teaching suggestions are illustrated by sample problems in many areas including: the use of flash cards, mathematical writing, the language of algebra, a translation of sentences into algebraic equations, open sentences, understanding formulas, translating symbols, drawing conclusions, estimating reasonable answers, and using diagrams. (MKM)

The document provides art activities for the classroom teacher who is not an art specialist. It contains activities which supplement experiences provided by the art teacher as well as activities designed to measure the achievement level of students in concept skills related to art and the principles of design. The supplement is divided into three sections: K-2, 3-4, and 5-6. Within the sections, activities are organized according to early childhood, language arts, mathematics, music, science, social studies, and outdoor education. Activities for grades K-2 include shadow puppets, finger painting, drawing from auditory memory, and making yarn flowers. In grades 3-4, students learn about primary and secondary colors, mix paint to obtain different values, create paper mache characters, and make a flipbook. Activities for grades 5-6 include designing a colonial quilt, making skeletal leaf rubbings and skeletal sculpture, drawing portraits, producing etchings, creating a Japanese rock garden, examining social commentary in painting, drawing caricatures, creating designs associated with sound, and examining the human figure in art history. An extensive glossary, a classification of art terms, and a bibliography of books and films are included. (KC)

Reported is a project involving seven chemists, six mathematicians, and six physicists in the production of computer-based, self-study modules for use in introductory college courses in chemistry, physics, and mathematics. These modules were designed to be used by students and instructors with little or no computer backgrounds, in institutions with modest computer facilities, and were limited to a single major concept or topic. Material included ranged from that covered in a one-hour lecture to a maximum of a single week's study. A complete list of all modules is provided. (PB)

This paper describes trends in and causes of minority and female representation among holders of advanced science and math degrees. The minority groups studied are Blacks, Hispanic Americans, American Indians, and Asian Americans, all of whom are compared with Whites. The degrees looked at include those in math, the computer sciences, physical sciences, biological sciences, engineering, and economics. Following the introduction, Section II assesses the current representation of minorities and women in post-secondary degrees in these fields, trends in that representation, and the extent to which underrepresentation is attributable to academic persistence/degree attainment as opposed to field choice at each degree level. Section III describes the talent pool from which the advanced degree holders come--when it first emerges during the educational process and how it changes over time. Section IV describes individual and institutional factors that produce the observed representational trends. Extensive tabular data is provided throughout the document. (CMG)

Mathematics and the use of mathematical thinking should be more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material contains recording forms and worksheets for activities for the Level Six experiences. Pupils are to complete these as part of their learning experiences. Forms and worksheets are included for all of the concepts and skills of the Level Six program. (YP)

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material is a teacher's guide designed to help parents support what is done with their children in class. End-of-the-year assessment material is presented. A total of 35 activities on the following concepts and skills are included: (1) computation; (2) scientific notations; (3) logic; (4) word problem; (5) ratio; (6) inequality; (7) area; (8) graphing; (9) geometry; (10) problem; (11) estimation; (12) using data; and (13) use of LOGO. (YP)

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material is a teacher's guide designed to help parents support what is done with their children in class. Background material for parents is provided. Assessment record sheets are presented. A total of 52 activities on the following concepts and skills are included: (1) computation; (2) numeration; (3) fractions; (4) geometry; (5) arithmetic operations; (6) problem solving; (7) number relations; and (8) logic. (YP)

Mathematics and the use of mathematical thinking should be much more than what has been traditional school arithmetic. Much of the mathematical reasoning can be developed and experienced out of school, particularly in the home. This material is a teacher's guide designed to help parents support what is done with their children in class. Background material for parents is provided. Some underlying principles in teaching mathematics meaningfully are listed. Assessment record sheets are provided. A total of 61 lesson plans covering the following topics are included: (1) number concept; (2) number operation; (3) place value; (4) problem solving; and (5) measurement. (YP)

This document is one of a series of eight Teacher Education Modules developed by Adams State College Teacher Corps Program. As a result of completion of this module, which is itself a cluster of nine mathematics learning modules, the elementary education student will: a) gain a knowledge and understanding of the concept of elementary school mathematics; b) have a deeper understanding of the specific topics than would be expected of an elementary student; c) realize and appreciate the logical development of material from precise definitions based on intuitive concepts to facts derived from these concepts; d) increase his confidence in his own mathematical ability; e) see mathematics as a body of interdependent knowledge; and f) realize that mathematics proficiency in the mechanical processes of mathematics is not sufficient for the present-day student. Each module contains a statement of the underlying rationale; a statement of the objectives of the module; enabling activities, which are generally taken from other reference works; and procedures for evaluation. The topics of the modules include a) logic; b) set concepts; c) whole numbers and counting; d) operations on sets; e) binary operations; f) addition, subtraction, and inequalities of whole numbers; g) multiplication and division and the distributive properties of operations on the set of whole numbers; h) fractions; and i) geometric concepts. (HMD)

Examines the problem-solving processes of social studies and mathematics and discusses their commonalities. Considers how those processes might be taught so that students will see that there is indeed a relationship between those two seemingly discrete disciplines. (RS)

Each state and jurisdiction that participated in the National Assessment of Educational Progress (NAEP) 2009 Grade 12 Reading and Mathematics State Pilot assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. This paper presents the results for South Dakota's student achievement in mathematics. In 2009, the average score of twelfth-grade students in South Dakota was 160. This was higher than the average score of 152 for public school students in the nation. The percentage of students in South Dakota who performed at or above the NAEP "Proficient" level was 29 percent in 2009. This percentage was greater than the nation (25 percent). The percentage of students in South Dakota who performed at or above the NAEP "Basic" level was 77 percent in 2009. This percentage was greater than the nation (63 percent). [For the main report, "The Nation's Report Card: Grade 12 Reading and Mathematics 2009. National and Pilot State Results. National Assessment of Educational Progress. NCES 2011-455," see ED512824.]