Education Week - April 5, 2017 - 5


REPORT ROUNDUP

| TRANSITIONS |
Steve Paine, a former state
schools chief in West Virginia,
is getting a second stint in that
post.
Paine served
from 2005 until
his retirement in
January 2011 at
age 55. After that,
he worked in the
private sector.
He currently
is the interim
superintendent of the Wayne
County schools in West
Virginia.
Kunjan Narechania has been
named the superintendent
of the Louisiana Recovery
School District.
She will continue
in her role as an
assistant state
superintendent of
education.
She takes over
from Patrick
Dobard, who is
leaving to become
the CEO of
New Schools for
New Orleans, a
nonprofit group
that supports
that city's charter
schools. He served as RSD
superintendent for five years.
Chris Powers will serve as
the next executive director
of the TESOL International
Association, the
organization for
teachers who
specialize in
working with
English-learners.
Its current
executive director,
Rosa Aronson, will
step down this spring, after
seven years at the helm.
Powers is the director of the
Education Abroad Programs
Division at the Institute of
International Education,
where he oversees efforts
that support language
education from kindergarten
through graduate school in 37
countries.
Rachel Skerrit, a former student
and teacher at Boston Latin
School has been named its new
headmaster-the
first person of
color to lead the
prominent high
school.
She currently
works as the
deputy chief
of leadership
development for the District of
Columbia public schools.
Boston Latin, the first public
school in the United States,
has struggled recently
over allegations of racial
discrimination.

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SPECIAL EDUCATION
"Preparing for Life After High School: The
Characteristics and Experiences of Youth in
Special Education"
A new, two-volume report exploring the experiences of students with disabilities highlights
key indicators that such students will succeed
after high school.
Mathematica Policy Research and the Institute on Community Integration at the University of Minnesota compiled information from
the National Longitudinal Transition Study
2012, a representative sample of nearly 13,000
students ages 13 to 21, most of whom have individualized education programs.
The report revealed that students with an
IEP who experience bullying and suspension
at higher rates are less engaged in school and
social activities.
The study also found seven characteristics
linked to post-high-school success for students with disabilities: performing the acts of
daily living well; getting together with friends
weekly; participating in a school sport or club;
never being suspended; taking a college-entrance or -placement exam; getting recent paidwork experience; and having parents who expect the student to live independently. Youths
with intellectual and multiple disabilities are
less likely than their peers with disabilities to
have six of those seven experiences. Youths in
both groups, however, are more likely to have
never been suspended.
Five groups-youths with autism, deaf-blindness, intellectual disability, multiple disabilities, and orthopedic impairments-appear to
be at higher risk than all those with an IEP for
challenges making successful transitions from
high school.
-CHRISTINA SAMUELS
SCHOOL CLOSURES
"Subtracting Schools From Communities"
While urban schools are disproportionately
at risk of being shuttered, rural communities
may have a harder time making up for their
loss, finds a new study by the Urban Institute.
Researchers tracked school closures and
new school openings from 2003 to 2014.
In that time, about 2 percent of all schools
closed; those with mostly poor or black students were more likely to be shuttered in
urban and suburban communities.
Although urban schools made up only 14 percent of all schools during that time, they accounted for 21 percent of all schools closed. But
in urban areas, 24 percent of the schools that
closed were replaced by a new school serving
the same grades within a half mile, compared
with only 13 percent of suburban closures and
17 percent for rural closures.
-SARAH D. SPARKS
EARLY-CHILDHOOD EDUCATION
"The Years Before School: Children's
Nonparental Care Arrangements From 2001 to
2012"
Child-care costs have risen for parents
since 2001, and children are spending less
time in center-based early-education programs, according to a new analysis by the
National Center for Education Statistics.
From 2001 to 2012, the average cost of center-based care for children ages 5 and under
rose from $4.23 per hour to $6.70. By contrast,
care by relatives rose from $2.66 to $4.18 per
hour. In that time, the percentage of children
cared for by someone other than their parents stayed the same-about 60 percent of the
nearly 24 million children in that age group.
The portion of young children cared for by only
relatives rose from 14 percent to 16 percent.
NCES researchers looked at data from a na-

DOWNLOADS OF MATH MATERIALS
Of all the free math resources available on the
EngageNY website, those aimed at grades 3-6 are the
most popular, a RAND Corp. study finds.
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Algebra I
Algebra II
Geometry
Precalculus
0

200,000

400,000

600,000

800,000 1,000,000 1,200,000 1,400,000 1,600,000 1,800,000

Number of downloads

"Use of Open Educational Resources in an
Era of Common Standards"
EngageNY, the online library of open
reading and math materials developed by
New York state, has proved popular-surprisingly so. The site has had more than
17 million users and 66 million downloads
since the resources went online in 2011, according to the state education department.
Now, a RAND Corp. study digs into the
whys and hows of EngageNY's popularity.
The researchers looked at data from the
American Teacher Panel and from Google
Analytics. They found that:
*Math materials are being used much
more often than the English/language arts
materials. Between January 2015 and July
2016, the mathematics content had about
9.7 million page views, compared with about
2.5 million for the ELA materials.
*Grades 3-6 math materials are the most
frequently used-possibly because students
are tested every year between grades 3-8.
*Between 80 percent and 90 percent of

teachers indicated their districts required
or recommended they use the materials.
*Teachers are modifying the materials to
fit their classroom needs. Interviews with
teachers showed that many adapted the
pacing because they couldn't complete an
entire lesson in the time available.
*Teachers use the materials because
they align to the Common Core State
Standards-not just because they're free.
Teachers tended to say state standards
and district guidelines-rather than
"availability"-influenced their use of EngageNY.
*The majority of users are, not surprisingly, from New York-but there's evidence
that teachers in all states are using the
materials. About 65 percent of ELA downloads and 50 percent of math downloads
were from within New York state. But
there were also downloads from states like
Texas and Virginia that never adopted the
common core. (The data here are imperfect
because Google Analytics bases its calculations on a sample of users.)
-LIANA LOEWUS

tionally representative sample of children from
birth through age 5 (who had not yet started
kindergarten) in the federal early-childhood
program-participation survey.
-S.D.S.

ucation and center-based child-care programs
than families who still had housing problems,
but both groups were equally likely to enroll in
Head Start programs.
-S.D.S.

HOMELESS STUDENTS

COLLEGE ACCESS

"Well-Being of Young Children After
Experiencing Homelessness"

"Improving Admission of Low-SES Students at
Selective Colleges"

Nearly two years after living in an emergency homeless shelter, young children often
still had unstable housing and lagged their
peers academically and behaviorally, finds a
new study by the U.S. Department of Health
and Human Services.
The study analyzed data from the U.S. Department of Housing and Urban Development's ongoing Family and Options study, which includes
data on preschool-age children and their families
20 months after experiencing homelessness. The
researchers found 3- and 4-year-olds who had
been homeless as toddlers had lower literacy
skills and higher rates of behavior problems
than the national norms for their age, but their
math skills were closer to the norm.
Formerly homeless children who took part in
early-education programs following homelessness showed stronger early-math and -reading skills than those who did not participate,
the study says. Families who had found stable
housing six months after being homeless were
more likely to enroll their children in early ed-

Admission officers at selective colleges are
more likely to offer spots to low-income students
if they have a better understanding of the high
schools those students attend, finds a study in
the March issue of Education Researcher.
In the study, 311 admission officers at 174
competitive colleges were asked to review
three applications, all from fictional white
male students who planned to major in engineering. Each school included fictional details
about graduation rates and parent education
levels signaling that the school was either
high or low income.
However, half the participants received
more information about the schools, such as
their poverty rates, Advanced Placement offerings and students' scores on the AP tests,
and average ACT or SAT scores. The details
provided more educational context.
When admission officers had more detailed
information about low-income students'
schools, they were 26 percent to 28 percent
more likely to admit them.
-CATHERINE GEWERTZ

EDUCATION WEEK | April 5, 2017 | www.edweek.org | 5


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Table of Contents for the Digital Edition of Education Week - April 5, 2017

Education Week - April 5, 2017
ENDREW F. RULING
High Court Ruling Firms Up Goal Posts On Spec. Ed. Rights
Teachers Not Shying From Political Topics
New Dimension to Kansas’ Funding Puzzle
Title II Funds Facing the Ax Under Trump
School Rape Case Inflames Immigration Fight
News in Brief
Report Roundup
States Get More Leeway on Identifying ‘Dropout Factories’
Course Access: A Different Way To Expand School Choice?
Sydney Bruner, a junior at Prairie High School in Cottonwood, Idaho, studies for a class presentation. The state is one of several that offer course choice.
No Link Between Test and Principals’ Success, Study Shows
Teacher-Prep Slow to Embrace Social-Emotional Learning
DIGITAL DIRECTIONS: Digital Tools Target ESSA Parent-Engagement Mandate
After-School, Summer Learning Efforts at Budget Risk
Special Education Rulings Put High Court Nominee on Hot Seat
Greg Richmond: Why I’m Worried About the Future of Charter Schools
Scott Laband: We Must Not Abandon Teacher Evaluation
Kenneth Ward: Mentoring: A Common-Sense Solution for At-Risk Youths
Letters
TopSchoolJobs Recruitment Marketplace
Van Schoales: The New Teacher-Evaluation Laws: Education’s Pyrrhic Victory?
Education Week - April 5, 2017 - School Rape Case Inflames Immigration Fight
Education Week - April 5, 2017 - 2
Education Week - April 5, 2017 - 3
Education Week - April 5, 2017 - News in Brief
Education Week - April 5, 2017 - Report Roundup
Education Week - April 5, 2017 - States Get More Leeway on Identifying ‘Dropout Factories’
Education Week - April 5, 2017 - Sydney Bruner, a junior at Prairie High School in Cottonwood, Idaho, studies for a class presentation. The state is one of several that offer course choice.
Education Week - April 5, 2017 - No Link Between Test and Principals’ Success, Study Shows
Education Week - April 5, 2017 - 9
Education Week - April 5, 2017 - Teacher-Prep Slow to Embrace Social-Emotional Learning
Education Week - April 5, 2017 - DIGITAL DIRECTIONS: Digital Tools Target ESSA Parent-Engagement Mandate
Education Week - April 5, 2017 - 12
Education Week - April 5, 2017 - 13
Education Week - April 5, 2017 - 14
Education Week - April 5, 2017 - Special Education Rulings Put High Court Nominee on Hot Seat
Education Week - April 5, 2017 - 16
Education Week - April 5, 2017 - 17
Education Week - April 5, 2017 - 18
Education Week - April 5, 2017 - 19
Education Week - April 5, 2017 - 20
Education Week - April 5, 2017 - 21
Education Week - April 5, 2017 - Scott Laband: We Must Not Abandon Teacher Evaluation
Education Week - April 5, 2017 - Kenneth Ward: Mentoring: A Common-Sense Solution for At-Risk Youths
Education Week - April 5, 2017 - Letters
Education Week - April 5, 2017 - 25
Education Week - April 5, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - April 5, 2017 - 27
Education Week - April 5, 2017 - Van Schoales: The New Teacher-Evaluation Laws: Education’s Pyrrhic Victory?
Education Week - April 5, 2017 - CW1
Education Week - April 5, 2017 - CW2
Education Week - April 5, 2017 - CW3
Education Week - April 5, 2017 - CW4
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