The Power of Expectations in District and Charter Schools

Autor/in	Gershenson, Seth
Institution	Thomas B. Fordham Institute
Titel	The Power of Expectations in District and Charter Schools
Quelle	(2022), (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; School Districts; Charter Schools; Academic Achievement; Mental Health; Decision Making; Educational Practices; COVID-19; Pandemics; Teacher Expectations of Students; Educational Policy; Kindergarten; Elementary Secondary Education; Teacher Attitudes; Student Attitudes; Educational Attainment; Higher Education; Private Schools + Suchen Sie Ihr Suchwort? School district; Schulbezirk; Charter school; Charter-Schule; Schulleistung; Psychohygiene; Decision-making; Entscheidungsfindung; Bildungspraxis; Politics of education; Bildungspolitik; Lehrerverhalten; Schülerverhalten; Bildungsabschluss; Bildungsgut; Hochschulbildung; Hochschulsystem; Hochschulwesen; Private school; Privatschule
Abstract	Now that the most acute phase of the COVID-19 crisis is over, public conversation has turned to the millions of students who are still struggling academically and emotionally--and how the nation's schools ought to respond. Decisions that education leaders make right now will determine whether this generation of students recovers or continues to lose ground. That's why policies that lower expectations--such as rescinding "third-grade reading guarantees" or keeping pandemic-era no-grading policies in effect--are so troubling. This study uses nationally representative survey data to explore how teacher expectations differ by sector, and how they affect achievement, attainment, and other outcomes. [Foreword by Amber M. Northern and David Griffith.] (ERIC).
Anmerkungen	Thomas B. Fordham Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: thegadfly@fordhaminstitute.org; Web site: https://fordhaminstitute.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01