Resources

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Below is a dynamic list of resources intended to help further understanding on education topics relevant to Districts 200, 90 and 97.  Know of something that belongs here?  Send a note and link to info@TheE3Group.org.

Achievement Gap

National Center for Education Statistics

National Assessment of Educational Progress - Achievement Gaps

Illinois State Board of Education Report Cards

Oak Park River Forest High School District 200

Oak Park K-8 District 97

River Forest K-8 District 90

Evanston K-8 District 65

Evanston Township High School District 202

 

The Educational Opportunity Project at Stanford University.

The Educational Opportunity Project at Stanford University has built the first national database of academic performance. Use our Explorer to view three measures of educational opportunity in your school or community.

Sean Reardon, Ph.D. speaking to Evanston schools on "Income, Race, Gender, and Educational Opportunity" May 4th, 2017.  

Dr. Reardon is Professor of Poverty and Inequality in Education and Senior Fellow at the Stanford Institute for Economic Policy Research and Senior Fellow, Stanford Institute for Economic Policy Research (SIEPR).  Video Here

Ability Grouping or Tracking/Detracking

What One Hundred Years of Research Says About the Effects of Ability Grouping and Acceleration on K-12 Student Academic Achievement.  Steenbergen-Hu, Makel and Olszewski-Kubilius 2016. Review of Educational Research December 2016, Vol. 86, No. 4, pp. 849–899.  A  summary of this article from Duke University Talent Identification Program. 

Report on Student Achievement and Restructured Freshman Year. Evanston Township High School. Research, Evaluation & Assessment. Oct. 2016.    

The Detracking Movement.  By Maureen T Hallinan. Education Next. Fall 2004. Vol 4, No. 4. The bottom line: Despite the efforts of the educational progressives, tracking remains standard practice.

If Tracking is Bad, Is Detracking Better American Educator, Winter 1999-2000.  American Educator is a publication of The American Federation of Teachers www.aft.org

Curriculum and Instruction

Should Teachers Know the Basics of Science of How Children Learn? By Daniel T. Willingham. 2019. Ask the cognitive scientist column, American Federation of Teachers.  

An Explanation of Structured Literacy, and a Comparison to Balanced Literacy By Nina A. Lorimor-Easley, M.S., M.Ed.

 Co-Founder, True Potential Education & Deborah K. Reed, Ph.D. Director, Iowa Reading Research Center April 2019