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Effective assessments can illuminate strengths, pinpoint learning gaps, and better guide education. This Spotlight will help readers evaluate effective ways to offer students feedback; examine how some states are transitioning to through-year testing models; hear from educators regarding pressure for student success on standardized tests; gain insights into data on student test results; review expert advice for improving assessments for English learners; and more. Articles in this Spotlight include: (1) Few Educators Say A-F and Numeric Grades Offer 'Very Effective' Feedback for Students (Alyson Klein); (2) States Eye Assessment throughout the Year as Frustration with Standardized Testing Mounts (Libby Stanford); (3) Determining the Right Literacy Intervention: Using Assessment to Guide Your Course (Susan Smartt); (4) Educators Feel Growing Pressure for Students to Perform Well on Standardized Tests (Libby Stanford); (5) Teachers Say Those Ubiquitous, Every-Few-Months Tests Don't Always Capture What's Taught (Sarah Schwartz); (6) What the Latest Student Test Results Reveal: 5 Things to Know (Sarah Schwartz); (7) Improving Assessments for English Learners: Advice from Experts (Ileana Najarro); (8) Grades and Tests Can Undermine Learning. Do They Have To? (Rick Hess); and (9) Let's Dump the Obsession with Standardized Testing (Larry Ferlazzo). [This Spotlight was sponsored by Voyager Sopris Learning.]

Differentiated instruction emphasizes tailoring teaching methods to diverse learning styles, ensuring each student's unique needs are met and fostering a more inclusive and effective learning environment. This Spotlight will empower readers with tech advice for implementing effective accelerated learning; strategies for supporting students with learning differences; five essential components for effective tutoring; five ways to differentiate instruction online; and more. Articles in this Spotlight include: (1) Accelerating Learning: Tech Advice to Make It Happen (Alyson Klein); (2) Educators Share Advice on Supporting Students with Learning Differences (Hayley Hardison and Evie Blad); (3) 5 Essential Ingredients for Effective Tutoring (Lauraine Langreo); (4) What Does Successful Differentiated Instruction Look Like in the Classroom? (Larry Ferlazzo); (5) Seven Ways to Support ELLs in Online Content Classes (Larry Ferlazzo); and (6) Five Ways to Differentiate Instruction in an Online Environment (Larry Ferlazzo). [This Spotlight was sponsored by Lincoln Learning Solutions.]

As the Race-to-the-Top Assessment Consortia develop their assessments, they will need to develop shared accommodations policies to ensure that their tests are used in consistent ways across the participating states. Developing a common set of accommodations policies will require that Consortium members recognize the divergent viewpoints that currently exist in their states on the use and misuse of accommodations. This Brief addresses the need for the Consortia to develop shared accommodations policies. It presents information that shows the variability in use of accommodations and policies across the states within each Consortium. The Brief identifies ways to address the different perspectives on accommodations that underlie this variability, and provides several questions for the Consortia to use as discussion points as they develop their common accommodations policies. (Contains 2 figures and 3 resources.)

This newsletter summarizes an IES practice guide titled "Organizing Instruction and Study to Improve Student Learning," which aims to supplement and inform teachers' instincts and experiences by identifying research-based instructional strategies that teachers of all content areas can use to improve student learning. The practice guide makes seven recommendations: (1) space learning over time; (2) interleave worked example solutions with problem-solving exercises; (3) combine graphics with verbal descriptions; (4) connect and integrate abstract and concrete representations of concepts; (5) use quizzing to promote learning; (6) help students allocate study time efficiently; and (7) ask deep explanatory questions. The strategies of encouraging students to become more metacognitive and asking deep-level questions go hand in hand. The ultimate goal is for students to learn to ask themselves and their peers deep-level questions in order to assess and build their own deep understanding of mathematics. [For the IES practice guide, see ED498555.] [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.]

The author reacts to the impending reauthorization of the Head Start program by questioning evidence of its long-term impact and making several recommendations for reform: (1) Strengthen Head Start school readiness standards; (2) Guarantee civil rights protections for faith-based providers; (3) Encourage state innovation and improvement; and (4) Establish responsible authorization levels. (Contains 16 footnotes.)

This collection of articles by undergraduate and graduate student Gammans includes the following: "Health Problems of Adolescents in Juvenile Detention Centers" (Anna M. Huber); "A Qualitative Study of the Motivations and Concerns of Sexual Diversity Panel Participants" (Kandice M. Johnson); "High School Freshmen Parenting Attitudes Before and After 'Baby Think it Over'" (Nancy L. Koontz); "Stress and Coping Mechanisms among Emergency Medical Technicians and Paramedics" (Angela Kay Miller); "Academic Stress of International Students: Comparison of Student and Faculty Perceptions" (Tony Russo and Sarah West); "Osteoporosis Prevention: Importance During the 'Bone Forming' Years" (Patricia A. Sargeant); "Potential Contributions of the Elementary School Principal to School Health Instruction" (Denise M. Seabert); "Mexican-Americans and Diabetes: Factors Influencing the Prevention of Diabetes According to the PRECEDE Model" (Tracey M. Smith); "Tobacco Policy in the United States: Past and Present Directions" (Susan S. Thomas); "Creatine: An Emerging Concern Regarding Sport Supplements" (Scott W. Vandiver); and "Early Childhood Caries Prevention Programs: Definitions, Recommendations, and Barriers" (Holly R. Wilson). (SM)

Health-related habits develop early in life. The period during junior high school is especially important for developing these habits. Because adolescent behaviors may be better predictors of adult disease than adult health behaviors, interventions with children and adolescents are important. Several theories and models for explaining how people change their behavior exist. This Digest explores the more recent Transtheoretical Model and discusses how educators can apply it in working with students. The Transtheoretical Model acknowledges several stages of change: precontemplation, contemplation, preparation, action, and maintenance. The typical path of behavior change usually involves slips backward to earlier stages, though progression may occur more rapidly after a slip due to insights gained when previously in the earlier stage. Only a small percentage of any group is ready for change at a given time, so educators must use a variety of processes of change to reach their audiences. Some of the processes most helpful in the early stages of change are consciousness raising, emotional arousal, self-reevaluation, and commitment. Processes most helpful in the action stage include active problem solving, counterconditioning, and creating helping relationships. Students involved in behavior change must learn to plan and pace their change processes. Necessary skills for behavior change include self-monitoring, effective goal setting, relapse prevention, assertiveness, counterconditioning, stimulus control, and reward skills. (Contains 11 references.) (SM)

Research suggests that teacher expectations can predict changes in student achievement and behavior. This Digest discusses the Pygmalion effect, or the idea that one's expectations about a person can eventually lead that person to behave and achieve in ways that conform to those expectations. Many teachers believe that they can judge ahead of time how certain students are likely, over time, to achieve and behave. The basis of a self-fulfilling prophesy (SFP) is that once a student has been pegged ahead of time, the chances are increased that a teacher's treatment of the student will help the negative prophecies or expectations come true. SFP can work to the detriment or benefit of the student, depending on the type of predictions and expectations. Teachers form expectations and assign labels based on such characteristics as body build, gender, race, ethnicity, name, attractiveness, dialect, and socioeconomic level. Different expectations lead to different treatments. Teachers convey expectations using four factors: climate, feedback, input, and output. The four factors can better be controlled if teachers are more aware that they are operating in the first place. Even if teachers do not truly feel that a student is capable of greater achievement or improved behavior, they should at least act as though they hold such heightened positive expectations. (Contains 14 references.) (SM)

This publication presents information on physical activity among children and youth. Section 1 discusses physical activity patterns of young people, explaining that the issue has been a concern for educators and health professionals for several years because of the trend for children to become less and less active over time. Section 2 looks at how much physical activity is enough, presenting information from a report of the Council for Physical Activity for Children of the National Association for Sport and Physical Education. Section 3 describes the Center for Disease Control's guidelines for school and community programs to promote lifelong physical activity among young people. The guidelines are based on a premise that youngsters are more likely to develop physically active lifestyles if they are provided with physical activity experiences they enjoy and with which they can be successful. Section 4 discusses the current status of physical education in schools, noting that physical education is an entrenched component of American public education. However, exposure to physical education is uneven and declines rapidly as students progress through high school. (SM)

The National Assessment of Educational Progress (NAEP) was developed by the Arts Education Consensus Project to establish objectives for assessing arts instruction in elementary and secondary schools. The project identified objectives for arts education in general and individually for dance, music, theater, and the visual arts in grades 4, 8, and 12. The project also developed assessment specifications for each of the four arts. NAEP field tested the dance assessment for grades 4 and 8 in 1995 and grade 12 in 1997. In 1999, NAEP will publish a field test process report on the development, administration, and scoring of arts tasks for the three grades in all four arts. This report highlights the dance assessment, summarizing the dance framework set forth in the Arts Education Assessment and describing the development and field testing of dance assessment tasks. The framework covers both content and processes. A diverse group of students participated in the dance field tests. There were two assessment tasks in the field tests. The paper-and-pencil task had students view videotaped dance performances and answer questions about them. The performance task measured creation and performance using videotapes of the students in action. The report discusses issues to consider when field testing with students (e.g., use of videotape in dance assessment, privacy, and performance task setup). (SM)

This report summarizes recommendations for encouraging physical activity among young people so they will continue to engage in physical activity in adulthood and obtain the benefits of physical activity throughout life. The guidelines are based on an in-depth review of research, theory, and current practice in physical education, exercise science, health education, and public health. These guidelines include 10 recommendations for school and community programs: (1) establish policies that promote enjoyable, lifelong physical activity; (2) provide physical and social environments that encourage and enable safe, enjoyable physical activity; (3) implement physical education curricula and instruction that emphasize enjoyable physical activity participation and help students develop knowledge, attitudes, motor skills, behavioral skills, and confidence to adopt and maintain physically active lifestyles; (4) implement health education curriculum and instruction that help students develop knowledge, attitudes, behavioral skills, and confidence to adopt and maintain physically active lifestyles; (5) provide extracurricular physical activity programs that meet the needs and interests of all students; (6) include parents/guardians in physical activity instruction and planning; (7) provide appropriate training for education, coaching, recreation, health care, and other school and community personnel; (8) assess students' physical activity patterns, offering counseling and referrals; (9) provide a range of developmentally appropriate community sports and recreation programs; and (10) regularly evaluate school and community physical activity instruction, programs, and facilities. (Contains 276 references.) (SM)

MOO stands for "Multi-user domain, Object-Oriented." Early multi-user domains, or "MUDs," began as net-based dungeons-and-dragons type games, but MOOs have evolved from these origins to become some of cyberspace's most fascinating and engaging online communities. MOOs are social environments in a text-based virtual reality where people gather to chat with friends, meet new people, and help build the MOO. Users connect from anywhere in the world and communicate with one another in real time. Users can create rooms, objects, and programs that recreate in text anything the user might imagine. Educational MOOs have an academic theme and use a variety of MOO communication tools such as internal e-mail, newspapers, documents, blackboards, and classrooms to accommodate a variety of teaching styles. Teachers can use these tools in harmony with the goals for the class while exploiting the nature of the MOO as a student-centered learning environment. The paper provides: names, descriptions, and sites of some educational MOOs suitable for learners of high school age and older; a description of user roles on MOOs--guests, builders, programmers, wizards, and archwizards; difficulties teachers may face when using a MOO; information on how to get started; and guidelines for ensuring a positive experience for both teachers and students. Resources for more information on educational MOOs are provided. (SWC)

The "ERIC Review" announces research results, publications, and new programs relevant to each issue's theme topic. This issue is a compendium of resources, advice, and research to help guidance counselors, parents, and students plan for college. The first section, "Starting Out on the Path to College," contains the following articles: "Why Get on the Path to College?" (Adrianna Kezar); "Common Mistakes: Narrowing Your Choices Too Early" (Adrianna Kezar); "Which Is the Right Path?" (Adrianna Kezar); "Adult Students and the College Experience" (Sandra Kerka); "Women and the Path to College" (Pamela Haag); "Making the Grade: Help and Hope for the First Generation College Student" (Kevin Mitchell); and "College Planning for Students with Disabilities" (excerpted from "How To Choose a College: Guide for the Student with a Disability"). Section 2--"Gathering Information and Narrowing Your Choices" contains articles addressing the college landscape: "Community Colleges Today: Bringing You Into the Future" (Norma G. Kent); "State and Land Grant Universities: Opportunities and Choices" (National Association of State Universities and Land-Grant Colleges); "The Benefits of the Private, Liberal Arts College Experience" (Alan Splete); "The Case for All-Black Colleges" (William H. Gray, III); "Women's Colleges: A Legacy of High-Achieving Women" (Jadwiga S. Sebrechts); "Tribal Colleges: Tradition, Heritage, and Community" (Gerald Carty Monette); "Career Colleges: Preparing for the Job Market" (Kevin Mitchell); "At the Fork in the Path: Some Guidance from the Research" (Adrianna Kezar); and "How Colleges Are Changing" (Adrianna Kezar). The "College Planning Section" begins with two introductory articles: "Planning for College: Some Issues for Students and Parents To Consider" (Jim Montague); and "College Preparation Checklist for Students" and "Financial Preparation Checklist for Parents" (from the U.S. Department of Education's "Preparing Your Child for College, 1996-97 Edition"). Section 3--"Making Decisions" consists of: "Using Decision-Making Tools: A Compass on the Path" (Patricia Wood and Adrianna Kezar); and "College Selection and the Internet" (Kenneth E. Hartman). Section 4--"Succeeding on Your Chosen Path" contains: "Tips for Being Successful on Your Path: Don't Get Tripped Up!" (Adrianna Kezar); "Looking Back: Advice from Two Students on the Path" (Jennifer Lauver and Katherine Semrau); and "Graduate School: Some Resources for the Future" (Nancy A. Gaffney). Section 5--"Library" consists of print and electronic resources on college choice and attendance, compiled by Patricia Wood. (SWC)

As part of its work for the Citizens' Commission on Planning for Enrollment Growth, the Institute for Urban and Minority Education (IUME) conducted research to assess the impact of overcrowding on the students of New York City schools. All five of the City's boroughs have experienced recent enrollment growth that has been closely linked to changing demographics, including a significant increase in the immigrant population. Increases in enrollment have been compounded by a dramatic increase in the number of students enrolled in special education. These trends show no signs of changing, and it is likely that by the 2002-03 school year the City will have to accommodate one and a quarter million students. More carefully controlled research is necessary to identify the complex effects of overcrowding, but most sophisticated studies find a negative connection between increased class size and student achievement. The IUME used school board profile data, site visits to four overcrowded schools, and interviews with 599 students and 213 teachers to identify the negative effects of extreme overcrowding. A total of 62.6 percent of all students felt that their schools were overcrowded, and almost 50 percent felt that their classrooms were too crowded. The three most important concerns of teachers were student overcrowding; the need for adequate classroom space; and staff stress management related to overcrowding. Strategies for relieving overcrowding generally focus on finding new space or using time to use existing space more fully. Suggestions include leasing space, collaboratives, relocating administrative space, and district-wide redistribution of space. Regardless of the approach taken, students are entitled to adequate space for learning, as a student "Bill of Rights" should outline. (SLD)

Twenty-first century contagious diseases require more than basic health lessons to prevent transmission. This Digest examines ways to prevent disease transmission in school settings. Section 1 discusses key concepts in contagion education: all people are potentially contagious; germs that cause diseases are present on many parts of the body; hand washing is essential; correct use of biohazard labels and containers is essential; and needles and other sharp objects should be handled appropriately. Section 2 describes universal precautions: using personal protective gear when exposure to body fluids is possible; removing and disposing of personal protective gear correctly; washing hands and contaminated; body areas immediately with soap and water; seeking medical attention for significant exposure to another person's blood; cleaning surfaces and/or solid objects that may be contaminated; and using pickups for collecting sharp objects. Section 3 examines what this means for classrooms: students should not share items which could transmit disease; students should learn how to dispose of their own hazardous waste; students can learn to attend to their own first aid needs; students should learn how to dispose of sharp objects and other people's litter; and school personnel must model correct contagion protection behavior. (Contains 10 references.) (SM)

Coping with students who display social adjustment problems can be frustrating. However, teachers can take actions toward minimizing classroom conflicts by socializing students into a classroom environment conducive to learning. Modeling prosocial behavior is the most basic element for enhancing student socialization. In situations in which prosocial behavior is difficult for students to learn, modeling may have to be supplemented with instruction in social skills and coping strategies. Consistent projection of positive expectations, attributes, and social labels to students may also have a significant impact on fostering self-esteem and increasing motivation toward exhibiting prosocial behaviors. Teachers, as the authority figure in the classroom, need to be authoritative rather than authoritarian or laissez-faire. Teachers have the right and the responsibility to exert leadership and control, but they increase their chances of success if they are supportive of students and ensure that students understand the reasons behind their demands. Basic socialization and counseling skills may also be helpful when working with individual students who display chronic problems in adjustment. Useful counseling skills and approaches include teachers reassuring students of their continued concern despite provocative behavior; monitoring students closely and intervening nondisruptively if necessary; dealing with students' problems in sustained ways; avoiding power struggles; using active listening; insisting that students accept responsibility for their own behavior; and developing relationships with students' parents. Attributes of teachers that contribute to their success in socializing students include: (1) social attractiveness, based on cheerfulness and sincerity; (2) ego strength, exhibited in self-confidence; (3) realistic perceptions of self and students; (4) ability to be friendly but not overly familiar with students; (5) clarity about teacher roles; (6) patience and determination; (7) acceptance of the individual; and (8) the ability to state and act on firm but flexible limits. (BC)

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "Now What?": New Fordham Institute Report Explores Next Steps After Common Core Adoption, Offers Model to Govern Effort; (2) "State Government Redesign Efforts": New Brief Examines Governors' Actions to Reduce Spending, Close Budget Shortfalls; (3) "Facing Facts": According to New Survey of Residents in Five Fiscally Challenged States, Policymakers Taking Office in 2011 to Face Huge Budget Challenges, Conflicting Advice from Taxpayers; and (4) "Evaluating Teacher Effectiveness": New Report Examines How Teacher Assessments Can Be Reliable Indicators of Teacher Success.

"Straight A's: Public Education Policy and Progress" is a biweekly newsletter that focuses on education news and events both in Washington, DC and around the country. The following articles are included in this issue: (1) "Great Expectations": Parents Expect Children to Pursue Postsecondary Education but Don't Think Schools Provide Enough College Planning Information; (2) "Writing... LOL!": Report Finds That Teenagers Do Not Consider Instant Messaging, Texting to be Writing; (3) "National Indian Education Study": Fewer Than One in Five American Indian and Alaska Native Eighth Graders Read At or Above Grade Level; and (4) Are State Standards Up to Standard?: For Many States, AFT [American Federation of Teachers] Says No. (Contains 1 footnote.)

This monograph contains four papers based on a series of lectures delivered to graduate students and faculty at Northern Illinois University between 1976 and 1979. Robert Carlson examines European adult education, especially such issues as emphasis on job training over liberal education, the danger that adult education will become a method of indirect social restraint, and the problems posed by uncritical acceptance of the certification concept. James A. Farmer, Jr., focuses on the evaluation of broad-aimed programs of adult education, suggesting the use of "mixed scanning" as an effective tool for assigning priorities and selecting those components of a program which require careful review. Wesley C. Meierhenry discusses nontraditional education, touching on research on the student, subject matter, method of instruction, preferred location for study, and barriers to participation. Concluding this monograph, Harold Beder examines dissemination and utilization in adult basic education programs; he also presents findings on variables relating to users' innovativeness and their adoption of new practices. (CT)

The Education for All Handicapped Children Act of 1975 requires mainstreaming, or the education of handicapped children with regular students, to the greatest extent appropriate. Although the provisions of the law call for each student to be assessed individually and provided with an Individualized Education Program (IEP), the costs associated with these requirements too often encourage schools to fit the children into programs that are designed to handle categories of disability rather than individual learning needs. Flexible, specific IEPs planned in collaboration with parents should be part of clearly defined, goal-oriented school programs. Support and leadership from administrators is a key to the success of mainstreaming. Administrators should be concerned with establishing good communications, developing mainstreaming skills through staff development programs, modeling and encouraging an attitude of respect and acceptance toward the disabled, fostering participation in planning by all affected, and informing themselves of the options available for making school services and facilities suitable for mainstreaming. (Author/PGD)

The 12 publications on program evaluation selected for annotation have previously been entered in the ERIC system. Six of the entries are manuals or handbooks on how to conduct a program evaluation. Official manuals from Oklahoma, Wisconsin, California, and the Los Angeles (California) Unified School District are included along with one on applied strategies and another on evaluating small programs. Techniques for conducting program evaluations described in the annotations include student interviews, criterion-referenced approaches, an outcome-based model, and a model from Australia. Two additional entries limit the level of their coverage to elementary education and secondary education respectively. Information for ordering copies of the items reviewed is supplied. (MLF)

This monograph addresses the need for improved counseling services for Hispanic students in order to promote their interest in higher education, prepare them for the task of getting admitted, and help them find financial aid. This is discussed as a functional process for which school counseling personnel have primary responsibility, and it is suggested that a systematic, school-wide approach to developing the Hispanic high school students into college-bound students be implemented. The paper includes a review of the research literature, an overview of the status of Hispanics in higher education, a look at characteristics of one segment of the Hispanic college-bound population (Puerto Ricans and Mexican Americans), and a discussion of key elements in a systematic counseling approach. The paper outlines an approach that would include having high academic expectations and a strong curriculum, early identification of potential college-bound students, an appropriate information system, adequate preparation for the testing and application processes, and strategies for using teacher, parent, and community resources. The monograph includes a listing of resources such as college guides, financial aid information, and community and professional organizations that serve Hispanics. (CG)

This newsletter focuses on the presentations of a program session on Internet-accessible scholarly resources, held at the 1996 ACLS Annual Meeting. Articles in the newsletter include: "Building the Scene: Words, Images, Data, and Beyond" (David Green); "Electronic Texts: The Promise and the Reality" (Susan Hockey); "Images on the Internet: Issues and Opportunities" (Jennifer Trant); "The World Wide Web as a Resource for Scholars and Students" (Richard C. Rockwell); "The American Arts and Letters Network (AALN)" (Charles Henry); "The National Initiative for a Networked Cultural Heritage (NINCH)" (David Green); and "Because It's Time: A Commentary on the Program Session" (Willard McCarty). An alphabetical list of 42 URLs (uniform resource locators) for Web resources mentioned in the issue is included. The newsletter concludes with an excerpt from an obituary for Paul Evan Peters (1947-1996), a partner with the ACLS in the establishment of the National Initiative for a Networked Cultural Heritage. (SWC)