| MIT Orients Course Materials Online To K-12 |  |
| The third-year teacher is just one of many science and mathematics educators across the country taking advantage of a Web site created by MIT, the famed research university located in Cambridge, Mass., which offers free video, audio, and print lectures and course material taken straight from the school's classes. Those resources target K-12 teachers and students. |  |
| MUSE: National Internet2 K20 Initiative | |
| The National Internet2 K20 Initiative brings together Internet2 member institutions and innovators from primary and secondary schools, colleges and universities, libraries, and museums to extend new technologies, applications, middleware, and content to all educational sectors, as quickly and connectedly as possible. | |
| Make The Right Call | |
| Call systems are crucial in a time of crisis; however, it is sometimes difficult to determine what the best system for your district would be. The author provides several suggestions for anyone who is interested in researching or purchasing this important connectivity tool. | |
| Making Connections In Math: Part 2 | |
| Jason Kamras was the 2005 National Teacher of the Year. Mr. Kamras' goal is to raise awareness about the achievement gaps that result from inequalities. He shares his ideas regarding policy changes, teacher preparation, classroom management, and the benefits of uniforms. He also discusses his goals for the future and shares his advicoe for new teachers. | |
| Making Sense Of Data Driven Decision Making In Education (PDF) | |
| A white paper that synthesizes information from several large studies with the aim of clarifying the ways that data are being used in schools and districts for data-driven decision making | |
| Making Sense Of Student Information | |
| A district discovers the unexpected while implementing a statewide system for reporting and accessing student data. | |
| Making The Grade: Accountability And Assessment Under No Child Left Behind (PDF) | |
| The shift to evidence-based education set in motion by the No Child Left Behind (NCLB) legislation raises the stakes for education technology leaders. Accountability has been redefined, with schools being required to answer on the basis of results rather than inputs, outcome rather than process. Students in all subgroups -- including those who are economically disadvantaged, speak only limited English, or have disabilities -- must show evidence of progress in reading/language arts and mathematics, as well as other measures such as graduation rates. | |
| Managed Internet Network Services: Making The Case For Schools (PDF) | |
| Examines the benefits of having one company plan network services for large districts or states. | |
| Mapping Educational Progress 2008 | |
| Six years after No Child Left Behind's passage, we have collected more data than ever before about the academic performance of our students and schools. See data on how we're doing as a nation -- student achievement in reading and math, high school graduation rates, schools making adequate yearly progress, highly qualified teachers, parents taking advantage of tutoring and choice options, state participation in flexibility options, and more. | |
| Maximize Your Mining: Part One | |
| An article (part 1 of 2) that describes the three stages schools go through as they begin to use data to drive decisions and improve school performance. | |
| Maximize Your Mining: Part Two | |
| An article (part 2 of 2) that challenges schools to move beyond a focus on improving the performance of 'bubble students' towards an approach that uses data to focus on each individual student's needs. | |