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18 results on '"Jennifer Sloan"'

2. Making Summer Count : How Summer Programs Can Boost Children's Learning

Author

MCCOMBS, JENNIFER SLOAN, AUGUSTINE, CATHERINE H., SCHWARTZ, HEATHER L., BODILLY, SUSAN J., MCINNIS, BRIAN, LICHTER, DAHLIA S., CROSS, AMANDA BROWN, MCCOMBS, JENNIFER SLOAN, AUGUSTINE, CATHERINE H., SCHWARTZ, HEATHER L., BODILLY, SUSAN J., MCINNIS, BRIAN, LICHTER, DAHLIA S., and CROSS, AMANDA BROWN

Published
2011

6. Pain and Gain : Implementing No Child Left Behind in Three States, 2004-2006

Author

Stecher, Brian M., Epstein, Scott, Hamilton, Laura S., Marsh, Julie A., Robyn, Abby, McCombs, Jennifer Sloan, Russell, Jennifer, Naftel, Scott, Stecher, Brian M., Epstein, Scott, Hamilton, Laura S., Marsh, Julie A., Robyn, Abby, McCombs, Jennifer Sloan, Russell, Jennifer, and Naftel, Scott

Published
2008

10. Ready for Fall? Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes

Author

Jennifer Sloan McCombs, John F. Pane, Catherine H. Augustine, Heather L. Schwartz, Paco Martorell, Laura Zakaras, Jennifer Sloan McCombs, John F. Pane, Catherine H. Augustine, Heather L. Schwartz, Paco Martorell, and Laura Zakaras

Subjects
Low-income students--United States, Summer schools--United States, Academic achievement--United States
Abstract

The Wallace Foundation's National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013.

Published
2014

11. Getting to Work on Summer Learning : Recommended Practices for Success

Author

Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, Laura Zakaras, Catherine H. Augustine, Jennifer Sloan McCombs, Heather L. Schwartz, and Laura Zakaras

Subjects
Summer schools--United States, Children with social disabilities--Education--United States
Abstract

RAND is conducting a longitudinal study that evaluates the effectiveness of voluntary summer learning programs in reducing summer learning loss, which contributes substantially to the achievement gap between low- and higher-income students. Based on evaluations of programs in six school districts, this second report in a series provides research-based advice for school district leaders as they create and strengthen summer programs.

Published
2013

12. Making Summer Count

Author

McCombs, Jennifer Sloan and McCombs, Jennifer Sloan

Subjects
Summer schools--United States
Abstract

Research has shown that students'skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. School districts and summer programming providers can benefit from the lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding.

Published
2011

13. Ending Social Promotion Without Leaving Children Behind

Author

McCombs, Jennifer Sloan(Editor) and McCombs, Jennifer Sloan(Editor)

Subjects
Promotion (School)--New York (State)--New York--Case studies, Grade repetition--New York (State)--New York--Case studies
Abstract

Many states and school districts are implementing test-based requirements for promotion at key transitional points in students'schooling careers, thus ending the practice of'social promotion'- promoting students who have failed to meet academic standards and requirements for that grade. In 2003-2004, the New York City Department of Education (NYCDOE), which oversees the largest public school system in the country, implemented a new test-based promotion policy for 3rd-grade students and later extended it to 5th, 7th, and 8th graders. The policy emphasized early identification of children at risk of being retained in grade and provision of instructional support services to these students. NYCDOE asked RAND to conduct an independent longitudinal evaluation of the 5th-grade promotion policy and to examine the outcomes for two cohorts of 3rd-grade students. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive picture of how the policy was implemented and factors affecting implementation; the impact of the policy on student academic and socioemotional outcomes; and the links between the policy's implementation and the outcomes of at-risk students. Two other publications in this series provide a review of the prevailing literature on retention and lessons learned about policy design from top-level administrators across the country.

Published
2010

14. Hours of Opportunity

Author

Constant, Louay, Scherer, Ethan, Gershwin, Daniel, Naftel, Scott, McCombs, Jennifer Sloan, Orr, Nate, Bodilly, Susan J., Wallace Foundation, Rand Corporation, Rand Education (Institute), Constant, Louay, Scherer, Ethan, Gershwin, Daniel, Naftel, Scott, McCombs, Jennifer Sloan, Orr, Nate, Bodilly, Susan J., Wallace Foundation, Rand Corporation, and Rand Education (Institute)

Subjects
School improvement programs--United States--Case studies, After-school programs--United States--Case studies
Abstract

The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and student outcomes.

Published
2010

15. Hours of Opportunity

Author

McCombs, Jennifer Sloan, Bodilly, Susan J., McCombs, Jennifer Sloan, and Bodilly, Susan J.

Subjects
School improvement programs--United States--Case studies, After-school programs--United States--Case studies, Summer schools--United States--Case studies
Abstract

The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The first in this three-volume series describes the cities'early work under the grant and analyzes the conditions and activities that contributed to their progress in building a coordinated system of services to meet the initiative's goals.

Published
2010

16. Pain and Gain

Author

Brian M. Stecher, Scott Epstein, Laura S. Hamilton, Julie A. Marsh, Abby Robyn, Jennifer Sloan McCom and Brian M. Stecher, Scott Epstein, Laura S. Hamilton, Julie A. Marsh, Abby Robyn, Jennifer Sloan McCom

Subjects
Educational accountability--California--Case studies, Educational accountability--Pennsylvania--Case studies, Educational accountability--Georgia--Case studies
Published
2008

17. Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

Author

Laura S. Hamilton, Brian M. Stecher, Julie A. Marsh, Jennifer Sloan McCombs, Abby Robyn, Jennifer Li and Laura S. Hamilton, Brian M. Stecher, Julie A. Marsh, Jennifer Sloan McCombs, Abby Robyn, Jennifer Li

Subjects
Education--Standards--Georgia, Education--Standards--Pennsylvania, Education--Standards--California, Educational accountability--California, Educational accountability--Georgia, Educational accountability--Pennsylvania
Published
2007

18. Reforming Teacher Education: Something Old, Something New

Author

Sheila Nataraj Kirby, Jennifer Sloan McCombs, Heather Barney, Scott Naftel and Sheila Nataraj Kirby, Jennifer Sloan McCombs, Heather Barney, Scott Naftel

Subjects
Educational change--United States, Teachers--Training of--United States
Published
2006

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