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Differences Found in the Brains of People with Autism:

A new publication in the journal Brain describes significant anatomical differences in a facial processing area of the brain in people with autism.
Autism Speaks
April 2008

Effects of Preschool Curriculum Programs on School Readiness

In 2002, the Institute of Education Sciences (IES) began the Preschool Curriculum Evaluation Research (PCER) initiative to conduct rigorous efficacy evaluations of available preschool curricula. Under a competitive process, 12 research teams were awarded grants to implement and conduct research on one or two preschool curricula of their choosing with a predominantly low-income population under an experimental design. This final report presents findings for the impact of each curriculum on student-level and classroom-level outcomes.
Institute of Education Sciences (IES)
August 2008

Parent and Family Involvement in Education

The National Center for Education Statistics within the Institute of Education Sciences has released the report "Parent and Family Involvement in Education, 2006-07 School Year, from the National Household Education Surveys Program of 2007." Selected findings include: approximately 54 percent of students in grades K through 12 had parents who reported receiving notes or e-mail from the school specifically about their child; some 83 percent of students had parents who received information about how to help with homework; 89 percent of students in grades K through 12 had parents who reported an adult member of the household had attended a general school meeting or a meeting of a parent-teacher organization or association (PTO/PTA) since the beginning of the school year; and 59 percent of students in grades K through 12 had parents who were "very satisfied" with their child's school, and 64 percent of students had parents who were "very satisfied" with their child's teachers that year.
Institute of Education Sciences (IES)
August 2008

Evidence-Based Secondary Transition Practices

The National Secondary Transition Technical Assistance Center has assembled a group of evidenced-based practices to help transition personnel and researchers learn about effective transition practices.
National Secondary Transition Technical Assistance Center
December 2007

New Site Helps Educators Apply Research-Based Methods

Doing What Works, a new U.S. Department of Education site, aims to help educators adapt research-based educational techniques to their own schools. "This online library of resources will build a bridge from research to action," U.S. Education Secretary Margaret Spellings said. "It translates research-based practices into examples of tools that support and improve classroom instruction."
U.S. Department of Education
December 2007

Speech & Language: Scientifically Based Professional Practice

Over the past several years, the need has grown for speech-language pathologists and audiologists to use evidence-based practice (EBP) in clinical decision-making, but for our discipline, like most others, the transition is not easy. One challenge we face is the scarcity of clinical practice research to guide clinical decisions and policy. Even where relevant literature exists, professionals often lack the time to evaluate and synthesize the research.
American Speech-Language-Hearing Association (ASHA)
December 2008

What Works Clearinghouse Releases Reports On Dropout Prevention

Two new intervention reports are available on the following dropout prevention programs:

  • New Chance: A program for young welfare mothers who have dropped out of school. New Chance aims to improve employment potential and parenting skills.
  • First Things First: A reform model designed to boost student achievement in schools serving a large number of economically disadvantaged students. The model’s goal is to help students acquire the skills needed to succeed in postsecondary education and the labor market.
The What Works Clearinghouse
February 2008

The Link between Course Credits and Dropping out

The National Center for Education Statistics within the Institute of Education Sciences has released the report "Course Credit Accrual and Dropping Out of High School, by Student Characteristics."  This Statistics in Brief uses data from the Education Longitudinal Study of 2002 (ELS:2002) to examine the number of credits earned by high school students and the relationship between course credit accrual and dropping out. Findings indicate that high school dropouts earned fewer credits than did on-time graduates within each year of high school, and the cumulative course credit accrual gap increased with each subsequent year.
The National Center for Education Statistics (NCES)
February 2009

Scientists Link Gene Abnormality to Autism

Researchers Hope Finding May One Day Lead to Genetic Screening Tests A rare chromosome abnormality increases the risk of developing autism by about 100 times, a new study finds.
ABCnews.com
January 2008

Projections of Education Statistics to 2016

This edition of Projections of Education Statistics provides projections for key education statistics, including enrollment, graduates, teachers, and expenditures in elementary and secondary schools. Included are national data on enrollment and graduates for the past 15 years and projections to the year 2016, as well as state-level data on enrollment in public elementary and secondary schools and public high school graduates to the year 2016.
Institute for Education Sciences
January 2008


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NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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