Elementary education comprises the period from when a student enters school, generally around the age of 5 or 6, until the student moves on to middle or secondary school, around the age of 12 or 13. RAND research in the area includes school reform, the role and effectiveness of teachers and school administration, and the increasing use of private-sector school management.
To gain the skills necessary to engage as citizens in the U.S., students need to practice those skills and understand the value of doing so.
The availabiltiy of junk food does not significantly increase BMI or obesity among a group of fifth-graders even though they are likely to buy junk food.
Nearly 40% of a nationally representative cohort of children started kindergarten with a BMI in the top quartile of the growth charts. This proportion increased significantly between 1st and 3rd grades but there was no further increase during middle school.
The purpose of this article is to bring together findings developed from the Schools and Continuing Professional Development in England – State of the Nation Study.
In 2002, Qatar began implementing a standards-based K–12 reform built on four principles: autonomy, accountability, variety, and choice. Early data reveal more student-centered classroom practices and higher student achievement, but many challenges remain.
This study capitalizes on a natural experiment that occurred in California between 2000 and 2002.
Qatar-a small, natural-resource-rich country in the Persian Gulf-has embarked on an ambitious, comprehensive effort to upgrade its educational institutions.
Childhood overweight has increased rapidly over the last two decades. Energy-dense foods are cheaper per calorie, which could be a partial explanation for why the highest rates of obesity are observed among groups of limited economic means.
Finds that 26% of children who have access to soft drinks at school consume them. Those who consume more soft drinks at school, such as low-income and black non-Hispanic children, are more likely to consume more soft drinks overall.
This report describes a project to develop procedures for characterizing classroom practices in mathematics and science on the basis of collected classroom artifacts.
Report based on a national survey of 11,283 fifth-graders in 2,390 schools from the Early Childhood Longitudinal Study-Kindergarten in 2003-2004.
In this study, data from ECLS-K are used to estimate the degree to which specific aspects of teacher training--the teaching credential and coursework in pedagogy--and teaching experience are associated with student achievement.
Examines the link between childhood overweight status and elementary school outcome and finds that change in overweight status during the first four years in school is a significant risk factor for adverse school outcomes among girls but not boys.
The purpose of this research is to determine whether we can use classroom artifacts as the basis for making valid judgments about the presence of reform-oriented teaching practices in middle-school mathematics classes.
This article describes the development of artifact collection and scoring procedures to characterize classroom practice in mathematics and science.
The authors found no effects of food outlet density at the neighbourhood level, possibly because availability is not an issue in metropolitan areas.
To examine the association between children's overweight status in kindergarten and their academic achievement in kindergarten and first grade.
The authors examined the effect of physical education instruction time on body mass index (BMI) change in elementary school.
A number of educational researchers are currently developing alternatives to survey and case study methods for measuring instructional practice.