A recently released study suggests that P-16 alignment is needed to address disparate academic growth among different sectors of the education pipeline.
Published in the December 2010 American Educational Research Journal, the study, titled "Tripartite Growth Trajectories of Reading and Math Achievement:Tracking National Progress at Primary, Middle, and High School Levels" (abstract here), confirms a trend in which "American students are gaining ground at the pre/early primary school level, holding ground at the middle school level, and losing ground at the high school level." The study "calls for national P-16 education policy and research efforts toward sustainable academic growth and seamless educational transition."
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