Massachusetts State Department of Education Reaches Out to Private Schools

2003 ◽  
Author(s):  
Keyword(s):  
Private Schools ◽  
State Department ◽  
Department Of Education ◽  
State Department Of Education

States’ Description of Common Core State Standards to Support Students with Severe Disabilities

2017 ◽  
Vol 42 (3) ◽  
pp. 143-154 ◽  
Author(s):  
Charles Dukes ◽  
Sharon M. Darling ◽  
Kristina Bielskus-Barone
Keyword(s):  
New York ◽  
Common Core ◽  
Common Core State Standards ◽  
State Department ◽  
Severe Disabilities ◽  
State Standards ◽  
Department Of Education ◽  
Core State ◽  
State Department Of Education ◽  
Students With Severe Disabilities

A review of State Department of Education and school district websites was conducted to determine how policy related to the Common Core State Standards (CCSS) was communicated to teachers of students with severe disabilities. Four states were selected: California, New York, Illinois, and Pennsylvania. State Department of Education websites and three local school districts within each state were chosen for review using locale codes to ensure representation of city, suburban, and rural districts. A total of 16 websites were analyzed using an original instrument designed to capture information about CCSS implementation efforts. Results indicate that there is little information about students with severe disabilities or instructional/pedagogical guidance for teachers in regard to the CCSS on these sites. Thus, it may be difficult for teachers, based on this sample of websites, to translate standards into educational programming for students.

Foreign Language Offerings and Enrollments in Public High Schools

PMLA ◽  
1955 ◽  
Vol 70 (4-Part2) ◽  
pp. 52-56 ◽  
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
State Department ◽  
The United States ◽  
The State ◽  
Department Of Education ◽  
Language Teachers ◽  
Public High Schools ◽  
Foreign Language Teachers ◽  
State Department Of Education

The Accompanying table gives the most recent data obtainable on the extent to which foreign languages are offered and studied in public secondary schools in the United States. The last national survey was made by the U. S. Office of Education in 1948–49, and comparisons are made with the results of this survey to show the subsequent gain or loss in each state for which more recent figures could be obtained. For some states the data are incomplete because the state department of education does not know, and apparently does not care to find out, what the pupils in the high schools are currently studying. In seventeen states, the information existed only on reports filed by each high school, and it was assembled through the help of foreign language teachers who went to the state department of education and spent days tabulating the reports.

Definitions of Gifted and Talented Used in the United States

1981 ◽  
Vol 5 (4) ◽  
pp. 283-294
Author(s):  
Don Wells
Keyword(s):  
United States ◽  
Conceptual Framework ◽  
Gifted And Talented ◽  
Historical Context ◽  
State Department ◽  
The United States ◽  
Department Of Education ◽  
Societal Values ◽  
Current Trends ◽  
State Department Of Education

This article examines a survey and analysis of 41 State Department of Education definitions of gifted and talented. A conceptual framework of components is presented as a means of definition analysis. Definitions are examined and discussed in relation to those characteristic components. Current trends in definitions are placed in an historical context revealing the expansion and refinement of expansion components in definitions for the gifted and talented. The definition issue is discussed in relation to societal values and expectations as they pertain to gifted individuals.

What's Going On…

1977 ◽  
Vol 24 (5) ◽  
pp. 377-378
Author(s):  
Jane Donnelly Gawronski
Keyword(s):  
Mathematics Curriculum ◽  
State Department ◽  
Position Paper ◽  
Department Of Education ◽  
Information Contact ◽  
Additional Information ◽  
Mathematics Educators ◽  
Executive Secretary ◽  
The Subject ◽  
State Department Of Education

Fractions in the mathematics curriculum is the subject of a position paper developed by a group of mathematics educators in Minnesota. Because of poor results in the topic of fractions on assessment programs, the participants recommended, among other things, that the teaching of the algorithms of operations with fractions be postponed until grades 7 and 8. They also emphasize the use of manipulatives in the development of concepts dealing with fractions. The paper was the result of a weekend conference cosponsored by the Minnesota Council of Teachers of Mathematics and the Minnesota State Department of Education. For additional information, contact Helen Kock, MCTM Executive Secretary, MECC, 2520 Broadway Drive, St. Paul, MN 55113.

Shall We Defer the Teaching of Algebra to the Tenth Year?*

1940 ◽  
Vol 33 (7) ◽  
pp. 325-327
Author(s):  
Harriet A. Welch
Keyword(s):  
High School ◽  
High School Principals ◽  
School Principals ◽  
State Department ◽  
Department Of Education ◽  
Plane Geometry ◽  
Public High School ◽  
Monthly Bulletin ◽  
Tenth Grade ◽  
State Department Of Education

In the April number of the monthly bulletin published by the California State Department of Education, there appeared the following statement: “Replies from 324 public high school principals establish that more than half of these institutions have moved algebra from the ninth to the tenth grade. Plane geometry is an eleventh year subject in more than a third of these schools; in some, it is even postponed to the twelfth year.”

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