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SERVE Center - The University of North Carolina at Greensboro

Responding to the Region

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Welcome to our Responding to the Region page. Below is a list of some key issues in our region and to our stakeholders. This section is intended to provide you with the latest research and resources from the SERVE Center and others on these pressing education issues.

 


Dropout Prevention

 

Question: What are states in the Southeast region doing to improve graduation rates?

One of the most challenging issues facing the southeastern region and the nation is improving graduation rates and decreasing dropout rates. While No Child Left Behind started the push to examine "dropout factories" (Balfanz & Letgers, 2004), President Obama's call to graduate all students has made the issue even more critical.

View more information about Dropout Prevention.

High School Reform

 

Question: What are states in the Southeast region doing around High School Reform?

Efforts to improve high schools center on a multitude of factors, some of which are related to rigor, relevance, and relationships. These efforts focus on more than improving graduation rates, but providing students with a foundation for fulfilling post-secondary experience.

View more information about High School Reform.

Literacy

 

Question: What interventions are intended to improve adolescent literacy (grades 4-12)?

Literacy impacts many facets of adolescents' lives. Since 2000, many states, districts, schools, educational-support organizations, and foundations have identified improving adolescent literacy outcomes as a pressing need (Biancarosa & Snow, 2004; Bottoms, 2005; Kamil, 2003; Melzer 2001; National Association of State Boards of Education, 2006).

View more information about Literacy.

Response to Intervention

 

Question: What is Response to Intervention (RtI)?

Response to Intervention (RtI) is a multi-tiered education approach designed to provide early, effective, evidence-based interventions for struggling learners.

View more information about Response to Intervention.

Teacher Quality

 

Question: How is teacher effectiveness defined in the research? How is it defined by states in the region?

The term "highly qualified" is defined by the No Child Left Behind (NCLB) Act and refers to the degrees, certifications, licensure, and specific subject area knowledge that each teacher is required to have by state law. While the initial discussion may have examined teacher preparation, recruitment, and retention, the current discussion surrounds the equitable distribution of qualified teachers and teacher evaluation.

View more information about Teacher Quality.

If you have a comment, question, or suggestion, please contact us.