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Grannon, Katherine Y.; Nanney, Marilyn S.; Wang, Qi; Larson, Nicole; Hearst, Mary O.; Berge, Jerica; Caspi, Caitlin E. – Journal of School Health, 2020
Background: Breakfast consumption often decreases as youth get older. The School Breakfast Program (SBP) provides an opportunity to intervene and increase breakfast consumption, especially among high school students. Methods: Project breakFAST implemented an expanded breakfast service at 12 high schools. In this longitudinal evaluation, school…
Descriptors: High School Students, Breakfast Programs, Grade 9, Grade 10
Legters, Nettie; Parise, Leigh – MDRC, 2016
Providing ninth-graders with academic and social support can put more students on the graduation path, but it can be challenging for schools and school systems to implement that support routinely and effectively. This brief describes how Broward County Public Schools adopted a community of practice (CoP) approach to improve school-based teams'…
Descriptors: Communities of Practice, Urban Schools, Grade 9, Educational Policy
Efficacy of the Check & Connect Mentoring Program for At-Risk General Education High School Students
Heppen, Jessica B.; Zeiser, Kristina; Holtzman, Deborah J.; O'Cummings, Mindee; Christenson, Sandra; Pohl, Angie – Journal of Research on Educational Effectiveness, 2018
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students…
Descriptors: At Risk Students, High School Students, Mentors, Urban Areas
Efficacy of the Check & Connect Mentoring Program for At-Risk General Education High School Students
Heppen, Jessica B.; Zeiser, Kristina; Holtzman, Deborah J.; O'Cummings, Mindee; Christenson, Sandra; Pohl, Angie – Grantee Submission, 2017
Although graduation rates are rising, the high school dropout problem remains a national crisis, and evidence-based information about interventions for at-risk students is critically needed. Prior research shows that Check & Connect, an individualized mentoring program, has positive effects on school persistence and progression for students…
Descriptors: At Risk Students, High School Students, Mentors, Urban Areas
Riley, Tracy; Webber, Melinda; Sylva, Katrina – Gifted and Talented International, 2017
The REAPS model is a teaching and learning model that places students in real-world problem solving, engaging students in active learning. The Ruamano Project was funded by the Teacher Led Innovation Fund, a New Zealand Ministry of Education initiative that supports teams of teachers to develop innovative practices for improving learning outcomes.…
Descriptors: Gifted, Teaching Methods, Active Learning, Program Descriptions
Chandler-Olcott, Kelly; Burnash, Jodi; Donahue, Danielle; DeChick, Maureen; Gendron, Michele; Smith, James; Taylor, Mary; Zeleznik, John – Voices from the Middle, 2012
This article describes lessons learned about grouping by teachers and teacher educators who worked collaboratively to design and deliver a summer writing institute for a heterogeneous population of students about to begin ninth grade at an urban high school. Institute staff used co-teaching (Cook & Friend, 1995) extensively to provide support for…
Descriptors: Writing Instruction, Literacy, Grade 9, Team Teaching
Cantrell, Susan C.; Carter, Janis C.; Rintamaa, Margaret – Collaborative Center for Literacy Development, 2012
This Striving Readers evaluation examined the impact of a targeted intervention for struggling adolescent readers in participating schools. This study was conducted in nine high schools in nine school districts serving large percentages of at-risk students in Kentucky. The targeted intervention for struggling readers was the Kentucky Cognitive…
Descriptors: Intervention, Program Evaluation, Program Effectiveness, At Risk Students
Sherman, Helene J.; Catapano, Susan – Educational Research Quarterly, 2011
After-school programs specifically designed to improve students' mathematics achievement in collaboration with classroom teachers' planning and in class daily instruction have been found to be successful in improving student learning (Hock, Pulvers, Deshler, & Schumaker, 2001). The purpose of this article is to describe the results of an…
Descriptors: Urban Schools, Elementary School Mathematics, School Activities, Mathematics Achievement
Eurydice, 2010
The guiding principles and procedures for pupil assessment in Portuguese compulsory education were established by the Implementing Order No. 1/2005, 5th January, with amendments introduced by the Implementing Orders No. 18/2006, 14th March and No. 5/2007, 10th January, and apply to the learning objectives and competencies defined for the various…
Descriptors: Foreign Countries, National Curriculum, Compulsory Education, Formative Evaluation
Hughes, Georgia K.; Copley, Lisa D.; Baker, Aaron A. – Appalachia Educational Laboratory at Edvantia (NJ1), 2005
Although transitioning from school to school can be challenging at any level, the transition to high school may be particularly fraught with challenge because students are experiencing a change in schools as well as the physical, emotional, and psychological changes inherent to adolescence. Educators and researchers agree that ninth grade is a…
Descriptors: Grade 9, High School Freshmen, High Schools, Transitional Programs
Phillips, Douglas – 1985
Using the Biomedical Sciences Preparatory Program (BioPrep) for illustration, this paper discusses an approach to educational improvement through the development of curriculum that emphasizes experiential learning and the involvement of students in real-life problems. Opening sections describe BioPrep, a program designed to prepare rural high…
Descriptors: Biology, Curriculum Development, Experiential Learning, Grade 9

Rumbaugh, Will – American Secondary Education, 2000
The Rhythm of American Literature, a teacher-made 3-week unit designed for grades 9 and 10, has 3 components: a kinesthetic presentation style, concept development/scaffolding, and foundations for future learning. Students receive a preliminary overview, a notebook with a memorable organization scheme, and a 3-minute lyrical/kinesthetic organizer.…
Descriptors: Concept Formation, Delivery Systems, Grade 10, Grade 9