Browsing by Author "Noble, Audrey J."
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Item Childhood Obesity & School Intervention(2006-04) Scollon, Kelly L.; Noble, Audrey J.Item Class Size(1998-03) Noble, Audrey J.The issue of class size is a focus of recent policy initiatives. At the national level, President Clinton's State of the Union Address and the propsed FY '99 budget both call for reduced class size in America's public schools. In his 1998 State of the State address Governor Carper also proposed a reduction in class size in the core academic areas - capping class size at 22 students in elementary and 28 at the middle and high school levels.Item Correlates of Achievement Data-based Indicator System For Delaware's Middle Schools(Delaware Education Research & Development Center, 2004-08) Noble, Audrey J.; Scollon, Kelly L.In June 2004, we released the Correlates of Achievement Data-based Indicator System for Delaware’s Middle Schools Instrumentation Report where we discussed progress that had been made on the system. In this report, we provide an update on the progress made during July and August on its development. We will discuss in detail the results of the past two months’ data collection efforts and the current status of the indicator system.Item Delaware Student Testing Program Performance Level 1 Study: District Level Findings(Delaware Education Research & Development Center, 2006-08-09T19:48:28Z) Noble, Audrey J.; Uribe-Zarain, XimenaThe study was designed to examine the progress of Delaware’s lowest performing students beginning with DSTP data gathered in its first administration in 1998 through 2005. Students’ progress has been tracked by cohorts statewide and within district.It appears that the longer students remain at Performance Level I, the less likely they will reach the state’s expected level of achievement by high school. The majority of students who score PL1 in reading or math will remain at PL1 or PL2. This re-emphasizes the importance of early intervention to address the needs of the stat’s most at-risk students. Most of the “successful” districts are moving 25 to 30 percent of students from Performance Level 1 to Performance Level 3 during the elementary and middle school years. By high school, districts are only moving 7 to 10 percent of lowperforming (PL1) students to the standards in reading and mathematics. Clear disparities exist in regards to the distribution of students at the PL1 level as compared to most districts’ overall student populations according to race and income status. A small number of Delaware districts are reaching parity in this regard. Some of the state’s smaller school districts appear to be more successful at reaching parity than many of its larger districts. (Published August 2006)Item Detours on the Road to Reform: When Standards Take a Back Seat to Testing(Delaware Education Research & Development Center, 2001-07) Banicky, Lisa; Noble, Audrey J.The research that informs this report indicates that, in Delaware, the standards have indeed been overshadowed by accountability and that several “detours on the road to reform” have resulted in a system that is measurement-driven as opposed to standardsbased. By placing our major findings in a context that includes comparisons to the ideals posited by standards-based reform more generally and Delaware’s New Directions initiative more specifically, we illustrate how disconnects between the ideals and current realities manifest themselves in Delaware schools and classrooms.Item Evaluation of Delaware's Reading First Initiative Year II Report- Revised(Delaware Education Research & Development Center, 2005-09) Noble, Audrey J.; Grusenmeyer, LindaItem Evaluation of Delaware's Reading First Initiative-Year I Report(Delaware Education Research & Development Center, 2004-06) Noble, Audrey J.; Grusenmeyer, LindaItem Evaluation Results of the Delaware Challenge Grant Project Lead Education Agency: Capital School District(Delaware Education Research & Development Center, 1999-08) Giancola, Susan; Noble, Audrey J.; Ratkiewicz, Kevin J.Item Full Day Kindergarten(2003-05) Noble, Audrey J.; Kedzior, MargareteItem Making the Grade: The Intentions, Interpretations, and Implications of Delaware’s School Accountability System(Delaware Education Research & Development Center, 2002-08) Gallo-Fox, Jennifer; Banicky, Lisa; Noble, Audrey J.In the fall of 2001, most of the schools in Delaware received their first school rating generated by the school accountability system. The purpose of the current study was to examine schools’ responses to the rating system by conducting a cross-case analysis of two elementary, two middle, and two high schools. Among the six participating schools, three received superior ratings, one received a commendable rating, and two were classified as under review. Individual sites were studied to inform and support the ongoing efforts to improve student achievement in schools throughout the state.Item Maximizing Our "Opportunity to Learn": A Study of the DSTP Student Survey(Delaware Education Research & Development Center, 2002-11) Banicky, Lisa; Noble, Audrey J.; Stazesky, Pamela B.Each year Delaware administers a survey to all students. These data were examined in regards to issues that may affect achievement, that is, students’ opportunity to learn. Each item was also examined by race to determine any differences that may exist between groups.Item Mentoring Students(2000-04) Banicky, Lisa; Noble, Audrey J.Research on student mentoring reveals benefits for students, schools, and mentors. Barriers to effectively implementing mentoring programs include difficulty recuriting and retaining mentors, cost of programs, and inadequate social services to address the multi-faceted needs of students.Item Navigating Accountability: Delaware Schools' Response to the State's Student Accountability Plan(Delaware Education Research & Development Center, 2000-07) Noble, Audrey J.; Banicky, Lisa; Siach-Bar, YaronThis report represents the first year of a three-year case study that explores how schools and educators are responding to the Delaware Student Accountability Plan. It provides an insiders’ view of the accountability plan and uncovers schools’ reactions to highstakes accountability.Item Neighborhood Schools(2001-02) Noble, Audrey J.; Rodney, MarianneAcross the nation, school districts are being released from court supervision of their desgregation efforts. As a result, many urban school districts are becoming resegregated as students return to their neighborhood schools. This policy brief primarily explores the research on the effects of poverty on education. It also explores some lessons that have been learned in other places that have neighborhood schools' policies.Item Retention(2000-01) Noble, Audrey J.Item School-Based Management(Delaware Education Research and Development Center, 1996-02) Noble, Audrey J.; Deemer, Sandra; Davis, BetsyShared decision making (or school-based management) has become a centerpiece of efforts across the nation to improve America's schools. This policy brief considers three questions in light of current research and practice of SBM: 1) What are the ideals and assumptions that underlie this form of governance structure? 2) What are the enabling conditions and barriers involved in its implementation? 3) What are the research findings of its effects on schools?Item Shared Decision Making(1998-01) Noble, Audrey J.Item A Study of Early Implementation: Reading is Fundamental in Two Delaware High Schools(Delaware Education Research & Development Center, 2005-10) Noble, Audrey J.; Grusenmeyer, Linda; Raimey, Bonnie; Blamey, KatrinItem Synchronizing the Accountability Clocks: A Policy Study of Delaware's Student Accountability Plan(Delaware Education Research & Development Center, 2000-05) Noble, Audrey J.; Banicky, LisaThis policy study of Delaware’s student accountability initiative uncovers conflicting ideologies of those effecting, and those affected by, the state’s education reform efforts. These varied understandings of what systemic change involves, and consequently how long it should take, are weighty issues. They have driven, directly or indirectly, much of the state’s past, as well as its current policymaking: its laws, its regulations, and its local policies. This study explores these differing views and some of the policies and programs that have subsequently evolved. Most importantly, the study examines the path Delaware has taken over the past ten years as influenced by various interpretations of time and where the state is in its progress toward systemic education reform.Item Testing: Not an Exact Science(2004-05) Noble, Audrey J.; Nandkumar, Ratna; Sweetman, Heidi; Mislevy, Robert; Douglas, KarenThe intent of this Education Policy Brief is to acquaint Delaware policymakers with some fundamental concepts about testing and thei nterpretation of test results. A full appreciation of these concepts is critical to sound policymaking as the state proceeds with its educational accountability agenda.