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U.S. Government Accountability Office (GAO)
Millions of youths are estimated to be subject to bullying in U.S. schools. GAO was asked to address (1) what is known about the prevalence of school bullying and its effects on victims; (2) approaches selected states and local school districts are taking to combat school bullying; (3) legal options federal and selected state governments have in place when bullying leads to allegations of discrimination; and (4) key federal agencies' coordination efforts to combat school bullying. This report describes GAO's research and recommendations.
GAO was asked (1) how do enrollment levels of students with disabilities in charter schools and traditional public schools compare, and what is known about the factors that may contribute to any differences; (2) how do charter schools reach out to students with disabilities and what special education services do charter schools provide; and (3) what role do Education, state educational agencies, and other entities that oversee charter schools play in ensuring students with disabilities have access to charter schools. This report describes GAO's research and recommendations.
Achieve
Common Core State Standards & Career and Technical Education: Bridging the Divide between College and Career Readiness
The report lays out a blueprint for increased engagement between state education leaders and the career and technical education (CTE) community. The paper outlines a set of strategies state and district leaders can leverage to ensure the implementation of Common Core State Standards (CCSS). Strategies highlighted include examples of practices currently being used by states such as forming cross-disciplinary teams for planning and implementing the CCSS, enhancing literacy and math strategies within CTE instruction, and fostering CTE and academic teacher collaboration.
Centers for Disease Control and Prevention
Data Brief (No.97) Diagnostic History and Treatment of School-aged Children with Autism Spectrum Disorder and Special Health Care Needs
Early identification is an important step toward ensuring that children with Autism Spectrum Disorder (ASD) and their families receive early intervention services. However, recent results from a study funded by the National Institute of Mental Health found that a majority of school-aged children with special health care needs (CSHCN) and ASD were first diagnosed after age 5 and only one in five was diagnosed within the first three years of life.
Center on Education Policy (CEP)
This report is a revised version of the December, 2011 report "AYP Results for 2010-11" that includes AYP data from school year 2010-11 for New York State. Several numbers throughout the report have changed as a result of the new data from New York. Most notably, the estimated percentage of all public schools in the nation that did not make AYP for 2011 has been revised from 48% to 49%, an all-time high and an increase from 39% in 2010.
The six papers, along with a summary report (see above), review research findings on student motivation, provide examples of current programs and policies and discuss implications for the future. The six papers offer an in-depth look at specific themes surrounding student engagement, including why motivation is important and how it might be defined and measured; whether rewarding students can result in higher motivation; whether students can be motivated by goal-setting; the role of parental involvement, family background and culture; strategies schools might use to motivate students; and nontraditional approaches to motivating otherwise unenthusiastic students. An appendix outlines four major dimensions of motivation and how they are defined by the leading theorists in the field.
Department of Justice (OJJDP)
The National Survey of Children's Exposure to Violence
School officials hear more child abuse reports than police. School personnel are more likely to hear a report of child victimization than other professionals, according to The National Survey of Children's Exposure to Violence from the Department of Justice. According to the report, of adults who knew of child victimization:
* 42 percent were school officials.
* 13 percent were police.
* 2 percent were medical personnel.
State Educational Technology Directors Association (SETDA)
Broadband Imperative
The report provides an up-to-date assessment of access to broadband by students and teachers (in and out of schools); current trends driving the need for more broadband in teaching, learning and school operations; and specific recommendations for the broadband capacity needed to ensure all students have access to the tools and resources they need to be college and career ready by 2014-15 and beyond.
The Meadows Center for Preventing Educational Risk
This resource focuses on how educators can collaborate to improve student outcomes and strengthen instruction for students within an RTI framework. In particular, it describes the rationale for promoting collaboration between educators, identifies team members who collaborate and explores a tool that can be used in collaboration.
This resource provides an example of using data to differentiate reading instruction for middle school students. In particular, the resource identifies typical challenges facing middle school students when they struggle with reading, discusses a process for using assessment data to design intervention instruction, provides an example of utilizing differentiated instruction and provides additional resources for educators. | 
News from the National Dissemination Center (NICHCY)
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