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| | : For improvement in reading skills, the textbook "Turbo Reader" is used. | | : For improvement in reading skills, the textbook "Turbo Reader" is used. |
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| − | : The suitability of these materials and program elements are confirmed by research that demonstrates that "the most effective way to get students to master important 'real-world' skills is to teach them the knowledge that is prerequisite to those skills." See Kathleen Madigan, "A repackaged education proposal," Boston Globe (Feb. 14, 2009), | + | : The suitability of these materials and program elements are confirmed by research that demonstrates that "the most effective way to get students to master important 'real-world' skills is to teach them the knowledge that is prerequisite to those skills." See Kathleen Madigan, "A repackaged education proposal," Boston Globe (Feb. 14, 209), http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2009/02/14/a_repackaged_education_proposal/ |
| − | htttp://www.boston.com/bostonglobe/editorial_opinion/oped/200/12/14/a_repackaged_education_proposal?mode=PF
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| | ::"Leaders in Hartford chose to focus on "how to" skills like critical thinking and problem-solving over academic content; Massachusetts chose rich content and objective assessments. Connecticut has recently seen the error of its ways. It has discarded the focus on how-to skills and joined the growing number of cities and states adopting Massachusetts' academic standards as their model. | | ::"Leaders in Hartford chose to focus on "how to" skills like critical thinking and problem-solving over academic content; Massachusetts chose rich content and objective assessments. Connecticut has recently seen the error of its ways. It has discarded the focus on how-to skills and joined the growing number of cities and states adopting Massachusetts' academic standards as their model. |
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| | ::Importantly, research also shows a strong correlation between raising verbal scores and narrowing achievement gaps. The states that saw the most significant gains in reading scores during the 1998-2005 period - Massachusetts, Delaware, and Wyoming - also made the most progress at narrowing achievement gaps. Conversely, achievement gaps widened in states like Connecticut and West Virginia that saw the largest reading score declines. | | ::Importantly, research also shows a strong correlation between raising verbal scores and narrowing achievement gaps. The states that saw the most significant gains in reading scores during the 1998-2005 period - Massachusetts, Delaware, and Wyoming - also made the most progress at narrowing achievement gaps. Conversely, achievement gaps widened in states like Connecticut and West Virginia that saw the largest reading score declines. |
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| − | : This proposed program emphasizes knowledge rather than "how to" skills, just as the successful program in Massachusetts has. | + | : This program emphasizes knowledge rather than "how to" skills, just as the successful program in Massachusetts has. |
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| | + | : In addition, this applicant emphasizes the use of friendly competition to bring out the best in an under-performing or under-motivated student. When the student sees other students performing better, and that the under-performing student can also do just as well as others with more effort, then often the student improves dramatically. Use of the internet, with public posting of homework and feedback, helps harness the power of friendly competition to bring out the best in each individual. |
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| | == Section C == | | == Section C == |