Released November 2012. In this report, Hanover Research examines promising practices in foreign language instruction for elementary-aged students. The report begins with a brief discussion of the benefits of foreign language education, and then examines the various instructional models used in U.S. schools. The report concludes with a review of research focused on the amount of time which should be spent instructing younger students.
Released October 2012. Research on academic achievement has demonstrated the important role that teachers play in improving student outcomes and has also revealed wide variation in teachers’ qualifications and experiences across schools. ese Web Tables present estimates for the demographic characteristics and teaching preparation, including undergraduate coursetaking and certification, of 2007–08 baccalaureate degree recipients who taught at the K–12 level within a year of completing their bachelor’s degree. Teachers’ characteristics are shown both in comparison with nonteachers and by selected characteristics of the schools in which they were teaching or had most recently taught at the time of the 2009 interview. The data used in the analysis are from the 2009 first follow-up of the 2008 Baccalaureate and Beyond Longitudinal Study, a nationally representative sample of 2007–08 bachelor’s degree recipients who were first interviewed just before graduation and again one year later.
Released October 2012. The Kids’ Safe and Healthful Foods Project—a collaboration between The Pew Charitable Trusts and the Robert Wood Johnson Foundation—recently analyzed data on the types of snack foods and beverages sold in secondary schools via vending machines, school stores, and snack bars. The data set was extracted from the Centers for Disease Control and Prevention’s (CDC) School Health Profiles 2010: Characteristics of Health Programs Among Secondary Schools in Selected U.S. Sites—a biennial assessment that uses surveys of principals and lead health education teachers to measure health policies and practices in secondary schools on a state-by-state basis across the nation
This report provides a summary of the results of the Ideas & Perspectives Reader Survey administered by Hanover Research in May 2012. Over 93% of respondents checked either “Agree” or “Strongly Agree” when presented with the statement that articles are “well-written and readable.” This report covers the highlights of the survey responses, respondent demographics, the overall results (represented in graphs and figures), and the open-ended responses from the survey participants.
This summary report by the Center on Education Policy (CEP) pulls together findings from a wide array of studies on student motivation by scholars in a range of disciplines, as well as lessons from programs around the country intended to increase motivation. This is not meant to be a comprehensive review of the research or programs on this broad and complex topic. Rather, it is intended to start a conversation about the importance of motivation and the policies and practices that might better engage students in learning.
Voluntary Guidelines for States: Development and Implementation of a School Environmental Health Program
Released October 2012. The U.S. Environmental Protection Agency (EPA) has developed these voluntary guidelines to assist states in establishing and implementing environmental health programs for K-12 schools in accordance with the Energy Independence & Security Act of 2007. In carrying out this statutory mandate, EPA, along with its federal partners, developed these guidelines to help states establish the infrastructure needed to support schools in implementing school environmental health programs. The practices recommended within these guidelines can also be applied, with appropriate adaptation, to a wide range of school-related institutions, including child care and early learning centers.
Page 7 of 13