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In the wake of all the upsetting daily news,
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help@chconline.org or 650.688.3625

Monthly Archives: December 2017

Early Test Scores Do Not Future Predict Academic Growth; School Quality Matters More

Early test scores do not predict future academic growth, according to new research from Stanford.

The research was performed by Sean Reardon, a professor who studies poverty and inequality in education at the university, and based upon analysis of test scores of students in grades 3-8 at 11,000 districts across the country. Read more ›

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Intervention Offered in Kindergarten Readiness Program Boosts Children’s Self-Regulation Skills

Adding a daily 20 to 30 minute self-regulation intervention to a kindergarten readiness program significantly boosted children’s self-regulation and early academic skills, an Oregon State University researcher has found. Read more ›

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How a New Model of Autism Treatment Uses Robots

There are a growing number of assistive therapy (AT) tools to help students with Autism Spectrum Disorder to work independently and navigate classroom routines. Not all AT tools are high-tech: They can be simple, adaptive tools like highlighters and organizers, automatic page-turners, or book holders. They can also be high-tech tools like robots. Read more ›

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Survey Finds Majority of Students Feel Engaged, But Less Than Half Find School Work to be Relevant

Across all grade levels, the majority of students feel engaged, according to data released today by the San Francisco-based nonprofit YouthTruth Student Survey

The findings come from a recent analysis of student perception survey data from over 230,000 students across 36 states gathered between November 2012 and June 2017. The analysis found slight differences in students’ experiences of engagement across grade levels, with elementary students slightly more likely to be engaged than secondary students. Read more ›

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CHC in the Press: Volunteer Tutors Provide Struggling Kids with Social-Emotional Stability and Academic Help

More than 2,000 students are served by All Students Matter, a volunteer-driven nonprofit providing literacy, math and social-emotional support to elementary school students in the Ravenswood City School District. All Students Matter received $5,000 from the Palo Alto Weekly Holiday Fund this year, paying for new volunteer training that the organization’s founder described as “invaluable.”

As All Students Matter has grown — from 15 people informally volunteering in one Ravenswood school 10 years ago to more than 200 volunteers at six schools — so have the needs of the students it serves. This is reflected in the revamped training, which now consists of one hour focused on literacy and, new last year, one hour on social-emotional support. Read more ›

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Teenage Brains Can’t Tell What’s Important and What Isn’t

Adults are generally pretty good at being able to tell when a situation is worthy of extra time or concentration. Research has found that, when potential rewards or losses are higher, for example, adults will perform better on tasks. But this doesn’t seem to be the case for adolescents. Read more ›

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