Background: Few studies examine why rural public schools have weaker policies and practices related to school nutrition environments compared to their urban counterparts. It is important to understand this disparity because federal school meal standards aim for children to access health-promoting nutrition environments. In this study, we identify…

The purpose of this study was to determine the perceptions of physical educators regarding their accessibility to educational technology, the availability of technical help, and specific obstacles to incorporating technology in their classrooms. Respondents were 201 adapted and general physical education instructors who taught at middle and high…

This study examined the effects of the Local Systemic Change Through Teacher Enhancement Initiative (LSC) on 1,596 in-service high school mathematics teachers' knowledge. Because data are clustered by schools, a hierarchical linear model was calculated. It was found that five of the characteristics of the professional development, time to reflect,…

As originally conceptualized, Early Colleges were small schools focused purposefully on college readiness for all students. Frequently located on college campuses, Early Colleges targeted students who might face challenges in postsecondary education, including students who were the first in their family to go to college, economically disadvantaged…

Given the common problem of incoherence in district reform efforts, this qualitative study sought to understand what conditions enable (and/or constrain) the efforts of Technical Assistance Organizations (TAOs) to align their products and services with each other and with the specific goals of a district. This paper explores the complexity of TAOs…

California's alternative education options for youth vulnerable to dropping out of school have been established at different historical points and for different student age and target populations. For purposes of this brief, "alternative school" is defined as belonging to one of six legislatively authorized types of public (non-charter)…

Response to Intervention (RTI) is a research-based process in which students are provided timely intensive interventions. No longer adopting "wait to fail" models, this paradigm shift has challenged educators to employ systematic mathematics interventions which has been reported as challenging to implement within high schools. Therefore,…

Response to Intervention (RTI) is a research-based process in which students are provided timely intensive interventions. No longer adopting "wait to fail" models, this paradigm shift has challenged educators to employ systematic mathematics interventions which has been reported as challenging to implement within high schools. Therefore,…

Purpose: The current study aims to examine the influence of contextual and provider-level factors on the implementation fidelity of a research-based substance abuse prevention program. Also, it aims to investigate whether two provider-level factors, self-efficacy and beliefs about the value of the program, statistically moderate and mediate the…

This brief is intended to provide State Education Agency (SEA) and Local Education Agency (LEA) educators with a brief overview of key components of GraduateFIRST, a Georgia program targeting issues impacting school completion for students with disabilities. Georgia's GraduateFIRST program has redefined the state's approach to raising graduation…

The Maine Department of Education (MDOE) is at the forefront of national efforts to align high school curriculum to college and career readiness standards. Embarking on a mission it calls A Personal Journey for Next Generation Learners, Maine has employed several key strategies to ensure all of its students graduate from high school with the…

Response to intervention (RTI) is a framework for providing interventions and services at increasing levels of intensity until students succeed. The framework helps teachers and schools provide instruction and interventions matched to student needs, monitor progress frequently to guide decisions about changes in instruction or goals, and apply…

Check & Connect was created in a five year period from 1990 to 1995. The original manual, entitled "Keeping Kids in School: Using Check & Connect for Dropout Prevention" and written by David Evelo, Mary Sinclair, Christine Hurley, Sandra Christenson, and Martha Thurlow, was published in 1996 (ED398701). This newly revised Check…