TY - BOOK AU - National Research Council TI - Allocating Federal Funds for State Programs for English Language Learners SN - DO - 10.17226/13090 PY - 2011 UR - https://nap.nationalacademies.org/catalog/13090/allocating-federal-funds-for-state-programs-for-english-language-learners PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences KW - Surveys and Statistics AB - As the United States continues to be a nation of immigrants and their children, the nation's school systems face increased enrollments of students whose primary language is not English. With the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA) in the No Child Left Behind Act (NCLB), the allocation of federal funds for programs to assist these students to be proficient in English became formula-based: 80 percent on the basis of the population of children with limited English proficiency1 and 20 percent on the basis of the population of recently immigrated children and youth. Title III of NCLB directs the U.S. Department of Education to allocate funds on the basis of the more accurate of two allowable data sources: the number of students reported to the federal government by each state education agency or data from the American Community Survey (ACS). The department determined that the ACS estimates are more accurate, and since 2005, those data have been basis for the federal distribution of Title III funds. Subsequently, analyses of the two data sources have raised concerns about that decision, especially because the two allowable data sources would allocate quite different amounts to the states. In addition, while shortcomings were noted in the data provided by the states, the ACS estimates were shown to fluctuate between years, causing concern among the states about the unpredictability and unevenness of program funding. In this context, the U.S. Department of Education commissioned the National Research Council to address the accuracy of the estimates from the two data sources and the factors that influence the estimates. The resulting book also considers means of increasing the accuracy of the data sources or alternative data sources that could be used for allocation purposes. ER - TY - BOOK AU - National Research Council A2 - Kenji Hakuta A2 - Alexandra Beatty TI - Testing English-Language Learners in U.S. Schools: Report and Workshop Summary SN - DO - 10.17226/9998 PY - 2000 UR - https://nap.nationalacademies.org/catalog/9998/testing-english-language-learners-in-us-schools-report-and-workshop PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The Committee on Educational Excellence and Testing Equity was created under the auspices of the National Research Council (NRC), and specifically under the oversight of the Board on Testing and Assessment (BOTA). The committee's charge is to explore the challenges that face U.S. schools as they work to achieve the related goals of academic excellence and equity for all students. This report provides not only the summary of a workshop held by the forum on the testing of English-language learners (students learning English as an additional language) in U.S. schools, but also a report on the committee's conclusions derived from that workshop and from subsequent deliberations. ER - TY - BOOK AU - National Research Council A2 - Judith Anderson Koenig TI - Reporting Test Results for Students with Disabilities and English-Language Learners: Summary of a Workshop SN - DO - 10.17226/10410 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10410/reporting-test-results-for-students-with-disabilities-and-english-language-learners PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - At the request of the U.S. Department of Education, the National Research Council's (NRC) Board on Testing and Assessment (BOTA) convened a workshop on reporting test results for individuals who receive accommodations during large-scale assessments. The workshop brought together representatives from state assessment offices, individuals familiar with testing students with disabilities and English-language learners, and measurement experts to discuss the policy, measurement, and score use considerations associated with testing students with special needs. ER - TY - BOOK AU - Transportation Research Board AU - National Academies of Sciences, Engineering, and Medicine A2 - Aarion Franklin A2 - Elizabeth Bechtel A2 - Emily Webb A2 - Janai Williams A2 - Amy Wiles TI - Inclusive Public Participation in Transit Decision-Making DO - 10.17226/26940 PY - 2023 UR - https://nap.nationalacademies.org/catalog/26940/inclusive-public-participation-in-transit-decision-making PB - The National Academies Press CY - Washington, DC LA - English KW - Transportation and Infrastructure AB - Each transit agency must integrate into its public participation plan the strategies, procedures, and outcomes that will ensure participation of their entire communities, including people of color, people with disabilities, and low-income populations, among others, when dealing with its transportation planning issues. This requirement is established under federal laws and regulations. The TRB Transit Cooperative Research Program's TCRP Synthesis 170: Inclusive Public Participation in Transit Decision-Making documents current, effective, ongoing public participation mechanisms resulting in, and instilling participation from, communities of color; communities with limited English-language proficiency and low-income populations; and people with disabilities. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Elizabeth A. Davis A2 - Amy Stephens TI - Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators SN - DO - 10.17226/26215 PY - 2022 UR - https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content. Science and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering. Building a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. ER - TY - BOOK AU - National Research Council A2 - Holly Rhodes A2 - Michael A. Feder TI - Literacy for Science: Exploring the Intersection of the Next Generation Science Standards and Common Core for ELA Standards: A Workshop Summary SN - DO - 10.17226/18803 PY - 2014 UR - https://nap.nationalacademies.org/catalog/18803/literacy-for-science-exploring-the-intersection-of-the-next-generation PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The recent movement in K-12 education toward common standards in key subjects represents an unprecedented opportunity for improving learning outcomes for all students. These standards initiatives - the Common Core State Standards for English Language Arts and Mathematics (CCSS) and the Next Generation Science Standards (NGSS) - are informed by research on learning and teaching and a decade of standards-based education reform. While the standards have been developed separately in English/Language Arts and Science, there are areas where the standards intersect directly. One such area of intersection occurs between the "Literacy in Science" portions of the Common Core State Standards for English/Language Arts and the practices in the NGSS (originally outlined in the NRC's A Framework for K-12 Science Education), particularly the practice of "Obtaining, evaluating and communicating information". Because the CCSS literacy in science standards predated the NGSS, developers of the NGSS worked directly with the CCSS team to identify the connections between the two sets of standards. However, questions about how the two sets of standards can complement each other and can be used in concert to improve students' reading and writing, as well as listening and speaking, in science to learn science continue to exist. Literacy for Science is the summary of a workshop convened by the National Research Council Board on Science Education in December 2013 to address the need to coordinate the literacy for science aspect of CCSS and the practices in NGSS. The workshop featured presentations about the complementary roles of English/language arts teachers and science teachers as well as the unique challenges and approaches for different grade levels. Literacy for Science articulates the knowledge and skills teachers need to support students in developing competence in reading and communicating in science. This report considers design options for curricula and courses that provide aligned support for students to develop competencies in reading and communicating, and addresses the role of district and school administrators in guiding implementation of science and ELA to help ensure alignment. Literacy for Science will be a useful point of reference for anyone interested in the opportunities and challenges of overlapping science and literacy standards to improve the learning experience. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Christopher A. Scott A2 - Jordyn White A2 - Heather Kreidler TI - Avances de las alianzas binacionales para la sostenibilidad entre Estados Unidos y México SN - DO - 10.17226/26419 PY - 2021 UR - https://nap.nationalacademies.org/catalog/26419/avances-de-las-alianzas-binacionales-para-la-sostenibilidad-entre-estados-unidos-y-mxico PB - The National Academies Press CY - Washington, DC LA - English KW - Environment and Environmental Studies ER - TY - BOOK AU - National Research Council A2 - Judith Anderson Koenig A2 - Lyle F. Bachman TI - Keeping Score for All: The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments SN - DO - 10.17226/11029 PY - 2004 UR - https://nap.nationalacademies.org/catalog/11029/keeping-score-for-all-the-effects-of-inclusion-and-accommodation PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states’ policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - Ruby Takanishi A2 - Suzanne Le Menestrel TI - Promoting the Educational Success of Children and Youth Learning English: Promising Futures SN - DO - 10.17226/24677 PY - 2017 UR - https://nap.nationalacademies.org/catalog/24677/promoting-the-educational-success-of-children-and-youth-learning-english PB - The National Academies Press CY - Washington, DC LA - English KW - Education KW - Behavioral and Social Sciences AB - Educating dual language learners (DLLs) and English learners (ELs) effectively is a national challenge with consequences both for individuals and for American society. Despite their linguistic, cognitive, and social potential, many ELs—who account for more than 9 percent of enrollment in grades K-12 in U.S. schools—are struggling to meet the requirements for academic success, and their prospects for success in postsecondary education and in the workforce are jeopardized as a result. Promoting the Educational Success of Children and Youth Learning English: Promising Futures examines how evidence based on research relevant to the development of DLLs/ELs from birth to age 21 can inform education and health policies and related practices that can result in better educational outcomes. This report makes recommendations for policy, practice, and research and data collection focused on addressing the challenges in caring for and educating DLLs/ELs from birth to grade 12. ER - TY - BOOK AU - National Research Council TI - Improving Adult Literacy Instruction: Developing Reading and Writing DO - 10.17226/13468 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13468/improving-adult-literacy-instruction-developing-reading-and-writing PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - More than an estimated 90 million adults in the United States lack the literacy skills needed for fully productive and secure lives. The effects of this shortfall are many: Adults with low literacy have lower rates of participation in the labor force and lower earnings when they do have jobs, for example. They are less able to understand and use health information. And they are less likely to read to their children, which may slow their children's own literacy development. At the request of the U.S. Department of Education, the National Research Council convened a committee of experts from many disciplines to synthesize research on literacy and learning in order to improve instruction for those served in adult education in the U.S. The committee's report, Improving Adult Literacy Instruction: Options for Practice and Research, recommends a program of research and innovation to gain a better understanding of adult literacy learners, improve instruction, and create the supports adults need for learning and achievement. Improving Adult Literacy Instruction: Developing Reading and Writing, which is based on the report, presents an overview of what is known about how literacy develops the component skills of reading and writing, and the practices that are effective for developing them. It also describes principles of reading and writing instruction that can guide those who design and administer programs or courses to improve adult literacy skills. Although this is not intended as a "how to" manual for instructors, teachers may also find the information presented here to be helpful as they plan and deliver instruction. ER - TY - BOOK AU - National Research Council A2 - Alan M. Lesgold A2 - Melissa Welch-Ross TI - Improving Adult Literacy Instruction: Options for Practice and Research SN - DO - 10.17226/13242 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13242/improving-adult-literacy-instruction-options-for-practice-and-research PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies. ER - TY - BOOK TI - Cooperation in the Energy Futures of China and the United States--Chinese Version PY - 2000 UR - https://nap.nationalacademies.org/catalog/9962/cooperation-in-the-energy-futures-of-china-and-the-united-states-chinese-version PB - The National Academies Press CY - Washington, DC LA - English KW - Energy and Energy Conservation ER - TY - BOOK TI - Who Are These People?: A Guide for Child Care Professionals DO - 10.17226/10696 PY - 2003 UR - https://nap.nationalacademies.org/catalog/10696/who-are-these-people-a-guide-for-child-care-professionals PB - The National Academies Press CY - Washington, DC LA - English KW - Behavioral and Social Sciences AB - As children spend an increasing portion of their day outside the home, it has become even more important that they are consistently exposed to positive and productive experiences, especially during their formative years. High-quality care is no longer a plus—it's a must. With the goal of making daily caregiving easier and more enjoyable, the National Academies and the McCormick Tribune Foundation have partnered to produce this useful and informative booklet. Based on key findings described in two recent reports on early childhood development and education from the National Academies—From Neurons to Neighborhoods: The Science of Early Childhood Development and Eager to Learn: Educating Our Preschoolers—it offers helpful suggestions and practical guidance to child care providers, educators, and even interested parents. Concentrating specifically on infants, toddlers, and preschoolers, Who Are These People?: A Guide for Child Care Professionals provides information and inspiration to everyone who interacts with young children on a regular basis. Copies are available free of charge in English or Spanish. Get yours today by phoning Customer Service toll free at 1-800-624-6242. ER - TY - BOOK AU - National Research Council A2 - James W. Pellegrino A2 - Margaret L. Hilton TI - Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century SN - DO - 10.17226/13398 PY - 2012 UR - https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. ER - TY - BOOK AU - National Research Council A2 - Alexandra Beatty TI - Assessing the Role of K-12 Academic Standards in States: Workshop Summary SN - DO - 10.17226/12207 PY - 2008 UR - https://nap.nationalacademies.org/catalog/12207/assessing-the-role-of-k-12-academic-standards-in-states PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Every state in the United States, the District of Columbia, and the Department of Defense Education Activity now has its own academic standards, at least in core subjects. These documents vary in their structure, level of specificity, and other characteristics. Professional societies have also developed standards, in mathematics, English language arts, science, social studies, civics, foreign languages, and other academic subjects, and many states have drawn on these as they prepared their own standards documents. Other organizations have also offered standards and benchmarks. For example, the Mid-continent Research for Education and Learning (McREL) offers standards developed with the goal of applying a consistent structure and degree of rigor and specificity to standards in diverse subjects. This abundance of standards reflects a vigorous response to the call for high standards articulated in the National Commission on Excellence in Education's 1983 report A Nation at Risk, and it also poses a variety of questions for educators, policy makers, and the public. What role are these standards playing? What are the strengths and weaknesses of the reform efforts that have been anchored by these standards? How are these standards applied, and how might standards-based reforms be improved? Would a move toward national standards in core academic subjects lead to improved instruction and learning? Would it be feasible? The committee identified three components to the charge for the first workshop: a review of the policy and research context in which current standards-based reform efforts are operating, a consideration of how the costs of standards and accountability systems might be calculated, and an analysis of similarities and differences among states' content and performance standards. Assessing the Role of K-12 Academic Standards in States: Workshop Summary summarizes this workshop and the committee's recommendations. ER - TY - BOOK AU - National Research Council A2 - Karen J. Mitchell A2 - David Z. Robinson A2 - Barbara S. Plake A2 - Kaeli T. Knowles TI - Testing Teacher Candidates: The Role of Licensure Tests in Improving Teacher Quality SN - DO - 10.17226/10090 PY - 2001 UR - https://nap.nationalacademies.org/catalog/10090/testing-teacher-candidates-the-role-of-licensure-tests-in-improving PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - Americans have adopted a reform agenda for their schools that calls for excellence in teaching and learning. School officials across the nation are hard at work targeting instruction at high levels for all students. Gaps remain, however, between the nation's educational aspirations and student achievement. To address these gaps, policy makers have recently focused on the qualifications of teachers and the preparation of teacher candidates. This book examines the appropriateness and technical quality of teacher licensure tests currently in use, evaluates the merits of using licensure test results to hold states and institutions of higher education accountable for the quality of teacher preparation and licensure, and suggests alternatives for developing and assessing beginning teacher competence. Teaching is a complex activity. Definitions of quality teaching have changed and will continue to change over time as society's values change. This book provides policy makers, teacher testers, and teacher educators with advice on how to use current tests to assess teacher candidates and evaluate teacher preparation, ensuring that America's youth are being taught by the most qualified candidates. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine A2 - David Francis A2 - Amy Stephens TI - English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives SN - DO - 10.17226/25182 PY - 2018 UR - https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries. English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - A Decision Framework for Interventions to Increase the Persistence and Resilience of Coral Reefs SN - DO - 10.17226/25424 PY - 2019 UR - https://nap.nationalacademies.org/catalog/25424/a-decision-framework-for-interventions-to-increase-the-persistence-and-resilience-of-coral-reefs PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - Coral reefs are critical to ocean and human life because they provide food, living area, storm protection, tourism income, and more. However, human-induced stressors, such as overfishing, sediment, pollution, and habitat destruction have threatened ocean ecosystems globally for decades. In the face of climate change, these ecosystems now face an array of unfamiliar challenges due to destructive rises in ocean temperature, acidity and sea level. These factors lead to an increased frequency of bleaching events, hindered growth, and a decreasing rate of calcification. Research on interventions to combat these relatively new stressors and a reevaluation of longstanding interventions is necessary to understand and protect coral reefs in this changing climate. Previous research on these methods prompts further questions regarding the decision making process for site-specific interventions. A Decision Framework for Interventions to Increase the Persistence and Resilience of Coral Reefs builds upon a previous report that reviews the state of research on methods that have been used, tested, or proposed to increase the resilience of coral reefs. This new report aims to help coral managers evaluate the specific needs of their site and navigate the 23 different interventions described in the previous report. A case study of the Caribbean, a region with low coral population plagued by disease, serves as an example for coral intervention decision making. This report provides complex coral management decision making tools, identifies gaps in coral biology and conservation research, and provides examples to help individuals and communities tailor a decision strategy to a local area. ER - TY - BOOK AU - National Academies of Sciences, Engineering, and Medicine TI - A Research Review of Interventions to Increase the Persistence and Resilience of Coral Reefs SN - DO - 10.17226/25279 PY - 2019 UR - https://nap.nationalacademies.org/catalog/25279/a-research-review-of-interventions-to-increase-the-persistence-and-resilience-of-coral-reefs PB - The National Academies Press CY - Washington, DC LA - English KW - Earth Sciences AB - Coral reef declines have been recorded for all major tropical ocean basins since the 1980s, averaging approximately 30-50% reductions in reef cover globally. These losses are a result of numerous problems, including habitat destruction, pollution, overfishing, disease, and climate change. Greenhouse gas emissions and the associated increases in ocean temperature and carbon dioxide (CO2) concentrations have been implicated in increased reports of coral bleaching, disease outbreaks, and ocean acidification (OA). For the hundreds of millions of people who depend on reefs for food or livelihoods, the thousands of communities that depend on reefs for wave protection, the people whose cultural practices are tied to reef resources, and the many economies that depend on reefs for fisheries or tourism, the health and maintenance of this major global ecosystem is crucial. A growing body of research on coral physiology, ecology, molecular biology, and responses to stress has revealed potential tools to increase coral resilience. Some of this knowledge is poised to provide practical interventions in the short-term, whereas other discoveries are poised to facilitate research that may later open the doors to additional interventions. A Research Review of Interventions to Increase the Persistence and Resilience of Coral Reefs reviews the state of science on genetic, ecological, and environmental interventions meant to enhance the persistence and resilience of coral reefs. The complex nature of corals and their associated microbiome lends itself to a wide range of possible approaches. This first report provides a summary of currently available information on the range of interventions present in the scientific literature and provides a basis for the forthcoming final report. ER - TY - BOOK AU - National Research Council A2 - Andrew C. Porter A2 - Adam Gamoran TI - Methodological Advances in Cross-National Surveys of Educational Achievement SN - DO - 10.17226/10322 PY - 2002 UR - https://nap.nationalacademies.org/catalog/10322/methodological-advances-in-cross-national-surveys-of-educational-achievement PB - The National Academies Press CY - Washington, DC LA - English KW - Education AB - In November 2000, the Board on International Comparative Studies in Education (BICSE) held a symposium to draw on the wealth of experience gathered over a four--decade period, to evaluate improvement in the quality of the methodologies used in international studies, and to identify the most pressing methodological issues that remain to be solved. Since 1960, the United States has participated in 15 large--scale cross--national education surveys. The most assessed subjects have been science and mathematics through reading comprehension, geography, nonverbal reasoning, literature, French, English as a foreign language, civic education, history, computers in education, primary education, and second--language acquisition. The papers prepared for this symposium and discussions of those papers make up the volume, representing the most up--to--date and comprehensive assessment of methodological strengths and weaknesses of international comparative studies of student achievement. These papers answer the following questions: (1) What is the methodological quality of the most recent international surveys of student achievement? How authoritative are the results? (2) Has the methodological quality of international achievement studies improved over the past 40 years? and (3) What are promising opportunities for future improvement? ER -