Center for Student Opportunity's Books

2011 College Access and Opportunity Guide

By: Center for Student Opportunity

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2011 College Access and Opportunity Guide

By: Center for Student Opportunity

At a young age, you really don't think about college but this book tells you that it is possible. Don't ever think there is not money out there or there's not a spot for you. Now I'm really sure that I am going to get into college." -Rochelle, 11th grade, Gertz-Ressler High School/The Fulfillment Fund, Los Angeles, CA The College Access & Opportunity Guide is the first of its kind-a comprehensive college guidebook designed to help first-generation, low-income, and minority students make their college dreams a reality! 284 colleges and universities committed to access, opportunity, and success You will see some familiar names and others that are not so familiar. But what bonds these institutions are the outreach efforts, scholarship and financial aid opportunities and support and retention services that each has to offer. Do you KnowHow2GO? Learn the steps you need to take Follow KnowHow2GO's plan for first-generation and other underrepresented students to take the steps necessary to go to college. Insider advice from college students and other experts Read articles and stories that share insight and firsthand experience on what it takes to get to college and succeed. Valuable information for parents and mentors, en EspaÃ±ol tambiÃ©n Whether you're a parent, guardian, teacher, mentor, or other caring adult, chances are there's a teen in your life who wants to go to college. We offer advice for guiding the student in your life to college. Si eres un padre, tutor, maestro, o un adulto comprensivo, existe la posibilidad que un adolecente en tu vida quiere ir a la universidad. Nosotros oferecemos consejo para ayudar aquel estudiante en tu vida tomar los pasos necesarios para entrar en la universidad. "Our students have found this guidebook essential to their college searches. It is easy to navigate and targets the information that's most important to them. There's no other resource that offers this kind and quality of information. 'Opportunity' is the perfect word; that's just what our students need!" -Debbie Greenberg, College Bound St. Louis, St. Louis, MO "I began using the College Access & Opportunity Guide with my upper division students, but very soon the other students were asking to see it. Since I had only one copy, I would have a waiting list to look at the book. It became the focus of our group meetings and soon the students started calling it 'the red college bible.' In the end, we decided to give all of our sophomores their own copy to set them on the right path to college." --Linda Perez, Achieve/Gerson Bakar Foundation, San Francisco, CA

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Sourcebooks, Inc.

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ISBN 10

1402244053

ISBN 13

9781402244056

Adding It Up

Helping Children Learn Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

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Adding It Up

Helping Children Learn Mathematics

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematics Learning Study Committee

Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. The committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning: Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction. Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics. The committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.

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462

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National Academies Press

Published Date

ISBN 10

0309132843

ISBN 13

9780309132848

Knowing What Students Know

The Science and Design of Educational Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment

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Knowing What Students Know

The Science and Design of Educational Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

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383

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National Academies Press

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ISBN 10

0309072727

ISBN 13

9780309072724

Measuring Access to Learning Opportunities

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on National Statistics,Center for Education,Committee on Improving Measures of Access to Equal Educational Opportunity

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Measuring Access to Learning Opportunities

Since 1968 the Elementary and Secondary School Civil Rights Compliance Report (known as the E&S survey) has been used to gather information about possible disparities in access to learning opportunities and violations of students' civil rights. Thirty-five years after the initiation of the E&S survey, large disparities remain both in educational outcomes and in access to learning opportunities and resources. These disparities may reflect violations of students' civil rights, the failure of education policies and practices to provide students from all backgrounds with a similar educational experience, or both. They may also reflect the failure of schools to fully compensate for disparities and current differences in parents' education, income, and family structure. The Committee on Improving Measures of Access to Equal Educational Opportunities concludes that the E&S survey continues to play an essential role in documenting these disparities and in providing information that is useful both in guiding efforts to protect students' civil rights and for informing educational policy and practice. The committee also concludes that the survey's usefulness and access to the survey data could be improved.

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144

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National Academies Press

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ISBN 10

0309088976

ISBN 13

9780309088978

Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

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Keeping Score

By: National Research Council,Center for Science, Mathematics, and Engineering Education,Mathematical Sciences Education Board,Ann Shannon

Curriculum reform, performance assessment, standards, portfolios, and high stakes testing-what's next? What does this all mean for me in my classroom? Many teachers have asked such questions since mathematics led the way in setting standards with the publication of the Curriculum and Evaluation Standards for School Mathematics (National Council of Teachers of Mathematics [NCTM], 1989). This seminal document and others that followed served as catalysts for mathematics education reform, giving rise to new initiatives related to curriculum, instruction, and assessment over the past decade. In particular, approaches to classroom, school, and district-wide assessment have undergone a variety of changes as educators have sought to link classroom teaching to appropriate assessment opportunities. Since the publication of Everybody Counts (National Research Council [NRC], 1989), the Mathematical Sciences Education Board (MSEB) has dedicated its efforts to the improvement of mathematics education. A national summit on assessment led to the publication of For Good Measure (NRC, 1991). This statement of goals and objectives for assessment in mathematics was followed by Measuring Up (NRC, 1993a), which provided prototypical fourth-grade performance assessment tasks linked to the goals of the NCTM's Curriculum and Evaluation Standards. Measuring What Counts (NRC, 1993b) demonstrated the importance of mathematics content, learning, and equity as they relate to assessment. The MSEB is now prepared to present perspectives on issues in mathematics education assessment for those most directly engaged in implementing the reform initiatives on a daily basis-classroom teachers, school principals, supervisors, and others in school-based settings.

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National Academies Press

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ISBN 10

0309065356

ISBN 13

9780309065351

Methodological Advances in Cross-National Surveys of Educational Achievement

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Board on International Comparative Studies in Education

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Methodological Advances in Cross-National Surveys of Educational Achievement

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Board on International Comparative Studies in Education

In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four-decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large-scale cross-national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second-language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up-to-date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement?

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384

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National Academies Press

Published Date

ISBN 10

030916981X

ISBN 13

9780309169813

A New Vision for Center-Based Engineering Research

By: National Academies of Sciences, Engineering, and Medicine,National Academy of Engineering,Division on Engineering and Physical Sciences,National Materials and Manufacturing Board,Committee on a Vision for the Future of Center-Based Multidisciplinary Engineering Research

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A New Vision for Center-Based Engineering Research

The future security, economic growth, and competitiveness of the United States depend on its capacity to innovate. Major sources of innovative capacity are the new knowledge and trained students generated by U.S. research universities. However, many of the complex technical and societal problems the United States faces cannot be addressed by the traditional model of individual university research groups headed by a single principal investigator. Instead, they can only be solved if researchers from multiple institutions and with diverse expertise combine their efforts. The National Science Foundation (NSF), among other federal agencies, began to explore the potential of such center-scale research programs in the 1970s and 1980s; in many ways, the NSF Engineering Research Center (ERC) program is its flagship program in this regard. The ERCs are "interdisciplinary, multi-institutional centers that join academia, industry, and government in partnership to produce transformational engineered systems and engineering graduates who are adept at innovation and primed for leadership in the global economy. To ensure that the ERCs continue to be a source of innovation, economic development, and educational excellence, A New Vision for Center-Based Engineering Research explores the future of center-based engineering research, the skills needed for effective center leadership, and opportunities to enhance engineering education through the centers.

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103

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National Academies Press

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ISBN 10

0309459087

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9780309459082

Proceedings of the Regional Consultation on Engaging with Academia and Research Institutions (ARIs) to Support Family Farmers and Food System Transformation During and Post COVID-19 Pandemic in Asia

By: Food and Agriculture Organization of the United Nations,The Southeast Asian Regional Center for Graduate Study and Research in Agriculture

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Proceedings of the Regional Consultation on Engaging with Academia and Research Institutions (ARIs) to Support Family Farmers and Food System Transformation During and Post COVID-19 Pandemic in Asia

By: Food and Agriculture Organization of the United Nations,The Southeast Asian Regional Center for Graduate Study and Research in Agriculture

A two-day virtual regional consultation titled “Engaging with Academia and Research Institutions (ARIs) to Support Family Farmers and Food System Transformation During and Post COVID-19 Pandemic in Asia” was held by the Southeast Asian Regional Center for Graduate Study and Research in Agriculture (SEARCA) and the Asian Farmers’ Association for Sustainable Rural Development (AFA) from 8–9 December 2021. The consultation was organized in collaboration with United Nations Educational, Scientific and Cultural Organization (UNESCO), International Cooperation Centre of Agricultural Research for Development (CIRAD), Group For Research and Technology Exchanges (GRET), and with technical assistance from FAO Regional Office for Asia and the Pacific (RAP). It was attended by 157 international participants and 51 speakers coming from different academic and research institutions (ARIs), non-governmental organizations (NGOs) and civil society organizations (CSOs), government agencies, and development partners. The regional consultation highlighted the importance of collaboration among ARIs, family farmers’ organizations, government agencies, and development partners in Asia in enhancing the livelihoods of family farmers and developing their capacities to cope with the COVID-19 pandemic through agroecology. This publication compiles the proceedings of the two-day virtual regional consultation and marks an important milestone in initiating a stocktaking of existing initiatives and collaborations between ARIs, inter-government agencies and family farmers’ organizations in the region with a specific focus on agroecology and sustainable food systems.

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339

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Food & Agriculture Org.

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ISBN 10

9251360278

ISBN 13

9789251360279

Understanding Undergraduates

Challenging Our Preconceptions of Student Performance

By: Celia Popovic,David A. Green (Director of the Center for Excellence in Teaching and Learning at Seattle University)

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Understanding Undergraduates

Challenging Our Preconceptions of Student Performance

By: Celia Popovic,David A. Green (Director of the Center for Excellence in Teaching and Learning at Seattle University)

In this unique work, the authors explore teachers' beliefs about university students' performance and expose which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them.

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282

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Routledge

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ISBN 10

0415667542

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9780415667548

Common Standards for K-12 Education?

Considering the Evidence: Summary of a Workshop Series

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on State Standards in Education: A Workshop Series

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Common Standards for K-12 Education?

Considering the Evidence: Summary of a Workshop Series

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on State Standards in Education: A Workshop Series

Standards-based accountability has become a central feature of the public education system in each state and is a theme of national discussions about how achievement for all students can be improved and achievement gaps narrowed. Questions remain, however, about the implementation of standards and accountability systems and about whether their potential benefits have been fully realized. Each of the 50 states has adopted its own set of standards, and though there is overlap among them, there is also wide variation in the ways states have devised and implemented their systems. This variety may have both advantages and disadvantages, but it nevertheless raises a fundamental question: Is the establishment of common K-12 academic standards, which states could voluntarily adopt, the logical next step for standards-based reform? The goal of this book is not to answer the policy question of whether or not common standards would be a good idea. Rather, the book provides an objective look at the available evidence regarding the ways in which standards are currently functioning, the strategies that might be used to pursue common standards, and the issues that doing so might present.

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104

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National Academies Press

Published Date

ISBN 10

0309178398

ISBN 13

9780309178396

Learning and Understanding

Improving Advanced Study of Mathematics and Science in U.S. High Schools

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

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Learning and Understanding

Improving Advanced Study of Mathematics and Science in U.S. High Schools

This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

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588

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National Academies Press

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ISBN 10

030917080X

ISBN 13

9780309170802

Systems for State Science Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement

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Systems for State Science Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement

In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.

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249

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National Academies Press

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ISBN 10

0309096626

ISBN 13

9780309096621

Mathematics Education in the Middle Grades

Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences

By: National Research Council,Center for Science, Mathematics, and Engineering Education

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Mathematics Education in the Middle Grades

Teaching to Meet the Needs of Middle Grades Learners and to Maintain High Expectations: Proceedings of a National Convocation and Action Conferences

By: National Research Council,Center for Science, Mathematics, and Engineering Education

In September 1998, the Math Science Education Board National held a Convocation on Middle Grades Mathematics that was co-sponsored by the National Council of Teachers of Mathematics, the National Middle School Association, and the American Educational Research Association. The Convocation was structured to present the teaching of middle school mathematics from two points of view: teaching mathematics with a focus on the subject matter content or teaching mathematics with a focus on the whole child and whole curriculum. This book discusses the challenges before the nation's mathematical sciences community to focus its energy on the improvement of middle grades mathematics education and to begin an ongoing national dialogue on middle grades mathematics education.

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271

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National Academies Press

Published Date

ISBN 10

0309067979

ISBN 13

9780309067973

Best Practices for State Assessment Systems, Part I

Summary of a Workshop

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Best Practices for State Assessment Systems: Improving Assessment While Revisiting Standards

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Best Practices for State Assessment Systems, Part I

Summary of a Workshop

Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years. During the twentieth century, technical advances, such as machines for automatic scoring and computer-based scoring and reporting, have supported states in a growing reliance on standardized tests for statewide accountability. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. As standards come under new scrutiny, so, too, do the assessments that measure their results. The goal for this workshop, the first of two, was to collect information and perspectives on assessment that could be of use to state officials and others as they review current assessment practices and consider improvements.

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National Academies Press

Published Date

ISBN 10

0309159121

ISBN 13

9780309159128

Economic Opportunities in Freer U. S. Trade with Canada

By: Clarkson University. Center for Canadian-U.S. Business Studies

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Economic Opportunities in Freer U. S. Trade with Canada

By: Clarkson University. Center for Canadian-U.S. Business Studies

This book provides an overview of the recently implemented Canada-U.S. Free Trade Agreement and highlights its implications for manufacturing, engineering, and technological firms and for service industries. Because the perspective is global as well as regional, the concerns of both multinational and smaller businesses are addressed. The text focuses on how the economic environment in both countries will change as a result of the agreement, and how businesses should respond to those changes. It also discusses past, present, and future trade relations between Canada and the United States and between North America and Europe. Contributors to this volume include academic authorities Richard G. Lipsey, Alan M. Rugman, Steven Blank, and Jeffrey J. Schott; Canadian and U.S. Business leaders G. Firman Bentley, Daniel Walsh, and Pierre S. Pettigrew; and government officials Gerald E. Shannon, James Tarrant, Thomas M. T. Niles, and Richard M. McGahey.

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220

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SUNY Press

Published Date

ISBN 10

0791405303

ISBN 13

9780791405307

State Assessment Systems

Exploring Best Practices and Innovations: Summary of Two Workshops

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State Assessment Systems

Exploring Best Practices and Innovations: Summary of Two Workshops

Educators and policy makers in the United States have relied on tests to measure educational progress for more than 150 years, and have used the results for many purposes. They have tried minimum competency testing; portfolios; multiple-choice items, brief and extended constructed-response items; and more. They have contended with concerns about student privacy, test content, and equity-and they have responded to calls for tests to answer many kinds of questions about public education and literacy, international comparisons, accountability, and even property values. State assessment data have been cited as evidence for claims about many achievements of public education, and the tests have also been blamed for significant failings. States are now considering whether to adopt the "common core" academic standards, and are also competing for federal dollars from the Department of Education's Race to the Top initiative. Both of these activities are intended to help make educational standards clearer and more concise and to set higher standards for students. As standards come under new scrutiny, so, too, do the assessments that measure their results. This book summarizes two workshops convened to collect information and perspectives on assessment in order to help state officials and others as they review current assessment practices and consider improvements.

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156

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National Academies Press

Published Date

ISBN 10

0309161762

ISBN 13

9780309161763

Preparing Teachers

Building Evidence for Sound Policy

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on the Study of Teacher Preparation Programs in the United States

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Preparing Teachers

Building Evidence for Sound Policy

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on the Study of Teacher Preparation Programs in the United States

Teachers make a difference. The success of any plan for improving educational outcomes depends on the teachers who carry it out and thus on the abilities of those attracted to the field and their preparation. Yet there are many questions about how teachers are being prepared and how they ought to be prepared. Yet, teacher preparation is often treated as an afterthought in discussions of improving the public education system. Preparing Teachers addresses the issue of teacher preparation with specific attention to reading, mathematics, and science. The book evaluates the characteristics of the candidates who enter teacher preparation programs, the sorts of instruction and experiences teacher candidates receive in preparation programs, and the extent that the required instruction and experiences are consistent with converging scientific evidence. Preparing Teachers also identifies a need for a data collection model to provide valid and reliable information about the content knowledge, pedagogical competence, and effectiveness of graduates from the various kinds of teacher preparation programs. Federal and state policy makers need reliable, outcomes-based information to make sound decisions, and teacher educators need to know how best to contribute to the development of effective teachers. Clearer understanding of the content and character of effective teacher preparation is critical to improving it and to ensuring that the same critiques and questions are not being repeated 10 years from now.

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235

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National Academies Press

Published Date

ISBN 10

0309157552

ISBN 13

9780309157551

What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Science Education K-12,Steering Committee on Taking Stock of the National Science Education Standards: The Research

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What Is the Influence of the National Science Education Standards?

Reviewing the Evidence, A Workshop Summary

In 2001, with support from National Science Foundation, the National Research Council began a review of the evidence concerning whether or not the National Science Education Standards have had an impact on the science education enterprise to date, and if so, what that impact has been. This publication represents the second phase of a three-phase effort by the National Research Council to answer that broad and very important question. Phase I began in 1999 and was completed in 2001, with publication of Investigating the Influence of Standards: A Framework for Research in Mathematics, Science, and Technology Education (National Research Council, 2002). That report provided organizing principles for the design, conduct, and interpretation of research regarding the influence of national standards. The Framework developed in Phase I was used to structure the current review of research that is reported here. Phase II began in mid-2001, involved a thorough search and review of the research literature on the influence of the NSES, and concludes with this publication, which summarizes the proceedings of a workshop conducted on May 10, 2002, in Washington, DC. Phase III will provide input, collected in 2002, from science educators, administrators at all levels, and other practitioners and policy makers regarding their views of the NSES, the ways and extent to which the NSES are influencing their work and the systems that support science education, and what next steps are needed.

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Page Count

223

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National Academies Press

Published Date

ISBN 10

0309168481

ISBN 13

9780309168489

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