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Articles 1 - 8 of 8
Full-Text Articles in Education
Torch (November 2014), Brandon Baldwin, Civil Rights Team Project
Torch (November 2014), Brandon Baldwin, Civil Rights Team Project
Torch: The Civil Rights Team Project Newsletter
No abstract provided.
Torch (September 2014), Brandon Baldwin, Civil Rights Team Project
Torch (September 2014), Brandon Baldwin, Civil Rights Team Project
Torch: The Civil Rights Team Project Newsletter
No abstract provided.
Torch (June 2014), Brandon Baldwin, Civil Rights Team Project
Torch (June 2014), Brandon Baldwin, Civil Rights Team Project
Torch: The Civil Rights Team Project Newsletter
No abstract provided.
Torch (April 2014), Brandon Baldwin, Civil Rights Team Project
Torch (April 2014), Brandon Baldwin, Civil Rights Team Project
Torch: The Civil Rights Team Project Newsletter
No abstract provided.
A Comparison Of A Value-Added Status Model Versus A Value-Added Growth Model For Identifying High Performing Maine Middle Schools, Ida A. Batista
A Comparison Of A Value-Added Status Model Versus A Value-Added Growth Model For Identifying High Performing Maine Middle Schools, Ida A. Batista
Muskie School Capstones and Dissertations
This study focuses on the model developed for funding purposes since it is a high stake identification and has been the consistent method used for funding purposes within the state for at least the last ten years. The purpose of this study is to explore identification of higher performing Maine middle schools (grade 6 – grade 8) using student longitudinal data in a growth model evaluating growth versus the current value-added model of identification.
Torch (February 2014), Brandon Baldwin, Civil Rights Team Project
Torch (February 2014), Brandon Baldwin, Civil Rights Team Project
Torch: The Civil Rights Team Project Newsletter
No abstract provided.
The Impacts Of Public Charter Schools On Students And Traditional Public Schools: What Does The Empirical Evidence Tell Us?, David L. Silvernail Phd, Amy F. Johnson Phd
The Impacts Of Public Charter Schools On Students And Traditional Public Schools: What Does The Empirical Evidence Tell Us?, David L. Silvernail Phd, Amy F. Johnson Phd
School Funding - Essential Programs and Services (EPS)
The goal of this BRIEF was to compile and analyze the available evidence of the impacts of public charter schools on students and schools. Using a series of five common claims made by proponents and opponents of public charter schools as an organizer, the existing empirical evidence was reviewed. The analysis revealed that student performance in charter schools is very mixed. In some cases studies have found positive effects in achievement, others negative effects, and still others no effects. The presence of charter schools has resulted in positive changes in some traditional public schools, while in other cases there appear …
Implementation Of A Proficiency‐Based Diploma System In Maine: Phase Ii ‐ District Level Analysis, David L. Silvernail Phd, Erika K. Stump Phd, Anita Stewart Mccafferty, Kathryn M. Hawes
Implementation Of A Proficiency‐Based Diploma System In Maine: Phase Ii ‐ District Level Analysis, David L. Silvernail Phd, Erika K. Stump Phd, Anita Stewart Mccafferty, Kathryn M. Hawes
School Funding - Essential Programs and Services (EPS)
This report describes the findings from Phase II of a study of Maine's implementation of a proficiency‐based diploma system. At the request of the Joint Standing Committee on Education and Cultural Affairs of the Maine Legislature, the Maine Policy Research Institute (MEPRI) has conducted a two‐phased study of the implementation of Maine law LD 1422: An Act to Prepare Maine People for the Future Economy. Phase I of the study in 2012‐2013 reported on the preliminary development, costs and impacts of standards‐based school programs in Maine. Phase II of the study focused on examining school districts in Maine implementing a …