Delaware Education Research and Development Center
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The University of Delaware Education Research & Development Center conducts high quality research and human service evaluations. Since 1993, the Center has served as a bridge from the university to the wider community. The center operates in partnership with its clients, which include educational institutions, non-profit groups, foundations, and local, state and federal government agencies. Its work encompasses program and organizational evaluation, policy analysis, and research.
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Item 1999 Statewide Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2000-04) Brown, Pamela; Banicky, LisaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide poll conducted in the fall of 1999.Item 2000 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2001-05) Brown, PamelaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide public poll conducted in the fall/winter of 2000.Item 2001 Statewide Educator Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2002-03) Brown, PamelaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide educator poll conducted in the fall of 2001.Item 2001 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2002-05) Brown, PamelaEach year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens and educators on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide public poll conducted in the winter of 2002.Item 2002 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2003-03) Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll questioning citizens on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide Public Poll conducted in the fall of 2002Item 2003 Statewide Educator Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2004-03) Ackerman, Cheryl M.On alternating years the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying educators on their impressions regarding the condition of education in Delaware. This report summarizes the results from the statewide educator poll conducted in the fall of 2003.Item 2003 Statewide Public Poll on the Condition of Education in Delaware(Delaware Education Research & Development Center, 2004-04) Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying citizens on their impressions regarding the condition of education in Delaware. This report summarizes the results for the statewide Public Poll conducted in the fall and winter of 2003.Item 2005 Statewide Public Poll on the Condition of Education in Delaware(2005-12) Ackerman, Cheryl M.Each year the Delaware Education Research and Development Center (R&D Center) of the University of Delaware conducts a telephone poll surveying citizens on their impressions regarding the condition of education in Delaware. This report presents the comprehensive results of the poll, in tabular and graphic formats, for the statewide Public Poll conducted in the spring of 2005.Item 2007 DelaSIG Point in Time Inclusion Survey(Delaware Education Research & Development Center, 2007-08) Shepperson, Barbara A.; Janerette, DarielOne objective of the DelaSIG is that special education students’ access to the general curriculum in the general education classroom will improve. The 2007 Inclusion survey results were compiled to help identify and track access of students with an IEP in the general education classroom. All teachers in the eight Inclusive schools were asked six questions in this component of the DelaSIG regarding the placement of students with special needs.Item 2009 Statewide Public Poll on Education in Delaware(2009-06-15T18:18:29Z) Buttram, Joan; Qian, Xiaoyu; Rubright, JonathanThe 2009 Statewide Public Poll on Education in Delaware was conducted by the Delaware Education R&D Center to provide feedback on public opinion about the status of education in Delaware. This poll, part of an annual telephone survey, examined public opinion on school quality, finance, education policy, and Vision 2015. Respondents made recommendations to protect teacher salaries, instructional resources, and tutoring for low-performing students.Item Adolescent literacy: Reading to learn(2006-05-28T18:57:28Z) Grusenmeyer, LindaThis policy brief addresses growing evidence for a need to provide reading instruction to students beyond elementary school years. Adolescent literacy practices are not only helpful to struggling readers, but they also teach average students how to develop skill in understanding printed texts as their course requirements grow in difficulty. One method that is discussed, Reading Apprenticeship, involves content and subject area teachers modeling and coaching students in the types of reading used in their specific fields.Item Alternative Schools(2000-05) Banicky, LisaProviding severely disruptive and expelled students with an alternative setting for learning has become an increasingly populare strategy for improving school safety and creating an atmorsphere where learning can occur. As a result of the Comprehensive School Discipline Improvement Program, established by Delarware HB 247 in 1993, severl alternative education schools have been created for students expelled from regular school or subject to expulsion, and others who have seriously violated local school district discipline code.Item An Analysis of Student Reading as Measured on the Diagnostic Assessment of Reading (DAR)(Delaware Education Research & Development Center, 2007-06) Baca, Jo-Ann M.; Shepperson, Barbara A.; Janerette, DarielAs part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended either one or both Delaware Department of Education (DDOE) professional development program(s) designed to help focus teacher instruction of struggling readers in Grades 4 through 12, Success for Secondary Struggling Readers (SSSR), and/or Implementing Multiple Practices for Activating Comprehension in Teaching (IMPACT). Each of these programs includes 30 hours of training in reading content knowledge, pedagogy, and application. An additional 60 hours of implementation are necessary to meet the requirements of each “cluster”, a 90-hour professional development program provided by the DDOE.Item AN ANALYSIS OF STUDENT READING AS MEASURED ON THE DIAGNOSTIC ASSESSMENT OF READING (DAR)(Delaware Education Research & Development Center, 2006-06-13T18:37:12Z) Baca, Jo-Ann M.; Shepperson, Barbara A.As part of the reporting of Delaware’s State Improvement Grant (DelaSIG), the Delaware Education Research and Development Center (R & D Center) completed a study on the Diagnostic Assessment of Reading (DAR) scores of students whose teachers attended a professional development program designed to help focus teacher instruction of struggling readers in Grades 4 through 12. IMPACT, the acronym for Implementing Multiple Practices for Activating Comprehension in Teaching, is a 30 hour training component of the professional development program provided by the Delaware Department of Education (DDOE).This paper reports the findings of the fall and spring assessments of the DAR and discusses their results and implications. Program developers may find the perceptions of the IMPACT survey respondents informative; their perceptions regarding the influence of the IMPACT training on their classroom instruction and on their students’ reading provide insight into the context of the findingsItem Awareness To Action: Recognizing and Addressing the Achievement Gaps in Delaware Schools(Delaware Education Research & Development Center, 2002) Banicky, LisaThis report represents an attempt to create a common understanding of the challenge facing many of the schools in Delaware with respect to the achievement gap separating minority and low income student performance from that of other students. It contains a school-by-school description of achievement gaps in the areas of reading and mathematics as measured by the Delaware Student Testing Program (DSTP). The hope is that the information provided in this report will promote an active dialogue that translates into the dissemination of concrete strategies for closing existing gaps and increasing the academic performance of all students in Delaware schools.Item Awareness to Action:Addressing Achievement Gaps in Delaware Schools(Delaware Education Research and Development Center, 2002-04) Banicky, LisaMany groups inside and outside of education in Delaware have become active in the pursuit of strategies for addressing the achievement gap separating minority and low-income student scores from those of other students. As a starting point for gauging the size of the challenge and opening up dialogue around the achievement gap in Delaware schools, a school-by school examination fo state test scores was produced. In the report, "Awareness to Action: Recognizng and Addressing the Achievement Gaps in Delaware Schools", achievement disparities in the areas of reading and mathematics were documented by comparing minority students (i.e. African Americans and Hispanics) to non-minority students (i.e. Caucasians) and low income students to non-low income students in terms of the percentage of each student group at or above the standard.Two measurement cycles, each containing two years worth of data, were used to make cross-sectional comparisons of student performance on the Delaware Student Testing Program (DSTP).Item Beating the Odds -- Analyses of 2007 DSTP(2008-05-15T18:43:53Z) Buttram, Joan L.This study was designed to identify K-12 schools in Delaware that are beating the odds, that is, outperforming expectations given the composition of their student body, and to learn what actions they are taking to achieve their success. This third stage repeats the identification process used with the 2007 Delaware State Testing Program (DSTP) data, relying on cluster analyses of Delaware public and charter schools’ percentages of white students and students from low-income families.Item Beating the Odds: A Study of Delaware Schools(Delaware Education Research & Development Center, 2007-05) Buttram, Joan L.This study was designed to identify K-12 schools in Delaware that are beating the odds, that is, outperforming expectations given the composition of their student body, and to learn what actions they are taking to achieve their success. This first stage documents the identification process and the schools that were identified. It relied on cluster analyses of Delaware public and charter schools’ percentages of white students and students from low-income families.Item Certificates of Educational Attainment for In-School Youth: Acceptability and Feasibility(Delaware Education Research & Development Center, 2000-09) Eisenman, Laura; Brown, Pamela; Minor, MichaelTying academic diplomas to high stakes assessments raises concerns that some high school students who do not perform well on standards-based tests may leave school without academic credentials, or they may choose to drop out rather than receive only a certificate of attendance. Local educators proposed addressing these concerns by capitalizing on the potential overlap between K-12 and adult education academic standards. It was hoped that by using an established adult education certification process (CEAs) to document students' increasing academic skills at multiple points in their high school careers, students might be more motivated to stay in school and continue to pursue a diploma. Because little was known about the potential benefits and consequences of instituting such a use of CEAs within the current K-12 system of standards and accountability assessment, this study addressed two major questions. 1)Did students, parents, teachers, and school administrators consider CEAs to be an acceptable method for documenting student achievement and progress on the Delaware Content Standards? 2)How feasible was it for school staff to gather and evaluate CEA assessment materials? the concept of CEAs for in-school youth generated positive comments from Students, parents, teachers and administrators. However, participants identified problems with feasibility and raised concerns about implementation contexts and target groups.Item Charter Schools(2003-01) Coffey, DebraBecause charter schools are so new, there is not yet sufficient datat to determine whether charter school students learn or achieve differently than regular public schools students. However, intial results indicate that charter schools have both strengths and weaknesses, some similare to, and some noticeably different from, those of regular public schools.