Education Commons^™

The Massachusetts Educator Evaluation System And Teacher Perceptions Of Professional Growth, Craig Goldberg

The Graduate Review

Teacher evaluation has gained wide-spread attention and implementation in recent decades. In 2011, the State of Massachusetts adopted new regulations for the evaluation of all teachers designed to assist in developing talented educators through self-directed analysis, reflection, planning, action steps, and collaboration. The purpose of this study is to examine the effect of Massachusetts State mandated teacher evaluation on teacher perceptions of professional growth. In this study, professional growth refers to reflecting on feedback from observations as well as formative and summative meetings with evaluators to adjust practice in the classroom. Specifically, the development of a teacher’s professional growth includes …

Latinos In Massachusetts Public Schools: Springfield, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of Springfield. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that have been analyzed by the Gastón Institute for a community meeting in Springfield. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district and to students statewide. The first section illustrates the demographic shift occurring in the Springfield Public Schools, with …

Latinos In Massachusetts Public Schools: Pittsfield, Michael Berardino, Valerie Watson

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of Pittsfield. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2014 Latinos in Massachusetts Regional Meeting in Pittsfield. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district and to students statewide. The first section illustrates the demographic shift occurring within the …

Admission Guaranteed Program At Umass Boston, Academic Support Services And Undergraduate Studies, University Of Massachusetts Boston

Office of Community Partnerships Posters

Every student, whether low-income, first-generation, with a disability, or at high risk for academic failure, will develop the skills, knowledge, and motivation to successfully enroll in and complete postsecondary education.

Educational Engagement In Boston’S Vietnamese Community: Asian American Studies Program Student-Faculty-Alumni Engagement With Teachers, Students, And Families Of The Mather School (Bps) In Dorchester, Asian American Studies Program, University Of Massachusetts Boston

Office of Community Partnerships Posters

Founded in 1639, the Mather Elementary School in Dorchester is the oldest public elementary school in the US. In 2012, nearly 40% of Mather students were Vietnamese American from immigrant households. The Mather School’s Vietnamese Structured English Immersion (SEI) program is the largest in Boston. In 1993, Ngoc-lan (Loni) Nguyen, a Vietnamese refugee student in education and Asian American Studies at UMass Boston, was hired as a 4th grade bilingual teacher. Many of Lan’s students later attended UMass Boston where they reconnected educationally with the importance of Vietnamese American identity, community, and empowerment in AsAmSt courses. In 2007, Lan visited …

Latinos In Massachusetts Public Schools: Fall River, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of Fall River. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the Fall …

Latinos In Massachusetts Public Schools: New Bedford, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of New Bedford. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the New Bedford …

Latinos In Massachusetts Public Schools: Taunton, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the town of Taunton. It is based on publically available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the Taunton Public Schools, …

Latinos In Massachusetts Public Schools: Brockton, Michael Berardino

Gastón Institute Publications

This report provides a snapshot of current educational outcomes of Latino students in the city of Brockton. It is based on publicly available data from the Massachusetts Department of Elementary and Secondary Education (MADESE) that has been analyzed by the Gastón Institute for the 2013 Latinos in Massachusetts Regional Meeting in New Bedford. This report uses the ethno-racial categories assigned by MADESE. It focuses on the evolving demographic trends and the most recent educational outcomes of Latino students relative to other ethno-racial groups in the school district. The first section illustrates the demographic shift occurring in the Brockton Public …

Thrive In 5 – Boston Initiative, Center For Social Policy, University Of Massachusetts Boston

Office of Community Partnerships Posters

The Center for Social Policy (CSP) is the external evaluator of Thrive in 5 Boston. Thrive in 5 is transforming Boston into a city that values and proactively nurtures young children’s school readiness – because when our youngest children thrive, we all prosper. Thrive in 5 envisions a city where families, educators, providers, business leaders, and communities come together with the knowledge, skills, and resources to prepare children for success in school and beyond. The center is helping to identify, implement, and evaluate community interventions designed to increase Boston children’s readiness for success in school at kindergarten age.

Admission Guaranteed Program (Agp) At Umass Boston, University Of Massachusetts Boston, Jeremiah E. Burke High School, Boston Green Academy, Dorchester Academy

Office of Community Partnerships Posters

Initiated in 1989, the Admission Guaranteed Program at the University of Massachusetts Boston guarantees admission to the university for students enrolled at partner high schools. Through AGP, students who take courses in the required subject areas and meet specific program criteria are assured admission to the university in the College of Liberal Arts or the College of Science and Mathematics.

Grace Grossman Youth Collaborative, Sarah Oktay

Office of Community Partnerships Posters

Each year 5-7 middle school and high school groups from underserved communities across Massachusetts are treated to a 4-5 day all expense paid trip to Nantucket to stay at the UMass Boston Nantucket Field Station and spend the week exploring the island and nature. MCAS standards are incorporated into this award winning program as students engage in hands-on, placed based experiential learning and document their journey through poetry, journaling, and photography.

Breakfast And Lunch Participation In Massachusetts Schools, Center For Social Policy, University Of Massachusetts Boston, Massachusetts Budget And Policy Center, Massachusetts Law Reform Institute, Eos Foundation

Center for Social Policy Publications

The Center for Social Policy at the University of Massachusetts Boston (CSP), the Massachusetts Budget and Policy Center (MassBudget), and the Massachusetts Law Reform Institute (MLRI), with support from the Eos Foundation, established a research team to examine school food and related programs in Massachusetts.

While the team developed an overview of all federally funded food programs in Massachusetts, the focus of our work was on school meal programs and several aspects of the Supplemental Nutritional Assistance Program (SNAP). The full project is composed of several individual pieces of research and analysis, most of which were primarily undertaken by one …

Amesbury Early College Program: Second-Year Outcomes, John E. Leonard, Sue Grolnic, Roy Hamond

Office of Community Partnerships Posters

This program involves creating five-year longitudinal community-based program evaluation reports annually based on outcomes for early college program for academically average students in grades 10-12, in a suburban high school partnership with MA community college. The Mixed methodology employed uses surveys and interviews and quantitative student data to illuminate program design, measure student outcomes, investigate changes in teaching practice and examine effective leadership practices. The two-year results show impressive credit accumulation and improved college readiness skills in students. It also shows that strong support mechanisms promote student success. This Program is now being replicated in other communities.

Report On The Chelsea School Nursing Program, Edward J. Collins, Jr. Center For Public Management, University Of Massachusetts Boston

Edward J. Collins Center for Public Management Publications

At the request of the Chelsea Public Schools, the Collins Center conducted an analysis of the school health services delivery system. The research included: (1) Review of City and School documents, (2) Interviews and on‐site visits, (3) Review of related research, and (4) Conversations with other experts. Like most urban school systems, Chelsea is facing the challenges of increased educational, social, and health care needs of its students and dwindling financial resources. Despite this, it was clear that the nurses and staff care deeply about their work and the children they serve. An innovative and cooperative network within each school …