91涩漫

Brown to Join the 91涩漫 as Director of Social Justice & Professional Development
WASHINGTON, December 2, 2004
The 91涩漫 (91涩漫) is pleased to announced the appointment of M. Christopher Brown II as 91涩漫 Director of Social Justice and Professional Development, effective January 3, 2005.

91涩漫 Honors Richard C. Atkinson with 2004 Public Service Award
WASHINGTON, April 14, 2004
Richard C. Atkinson, noted scholar, researcher, and President Emeritus of the University of California system, received the second annual 91涩漫 (91涩漫) Public Service Award. This award recognizes exceptional contributions of elected or appointed public officials who have used education research and statistics in shaping policy, and who have provided sustained support for improving the quality of research and statistics.

Edmund Gordon to Inaugurate 91涩漫 Brown Lecture on Research on Equality and Equity in Education
WASHINGTON, April 12, 2004
The 91涩漫 (91涩漫) has inaugurated an Annual Brown Lecture to commemorate the 50th anniversary of the Brown v. Board of Education decision of the U. S. Supreme Court that took scientific research into account in issuing this landmark ruling.

Achievement, Testing, Equality to Highlight Educational Researchers 85th Annual Meeting
WASHINGTON, April 1, 2004
To advance knowledge and foster communication of important new findings on education’s most pressing questions—ranging from issues of academic achievement to urban education and validity of test results— more than 12,000 education researchers will gather next month at the 85th annual meeting of the 91涩漫.

91涩漫 Members Elect Multicultural Education Scholar as President-Elect
WASHINGTON, March 25, 2004
Gloria J. Ladson-Billings, Ph.D., professor of curriculum and instruction at the University of Wisconsin-Madison, has been elected president-elect of the 22,000-member 91涩漫. Her term as president starts at the end of 91涩漫’s 2005 Annual Meeting, after a year of service as president-elect.

91涩漫 Releases Research Points #3: English Language Learners: Boosting Academic Achievement
WASHINGTON, March 22, 2004
As the number of foreign languages spoken in U.S. homes and the number of children who do not speak English increase, education researchers and practitioners throughout this nation expect the challenge of how best to teach English literacy to English language learners to intensify. Current research, published in Research Points by the 91涩漫, shows that children who start school knowing little or no English can learn the basic skills of word recognition in about two years if they are carefully taught. However, achieving the fluency necessary for long-term academic success is more demanding.