"The global disruption to education caused by the COVD-19 pandemic is without parallel and the effects on learning are severe. The crisis brought education systems across the world to a halt, with school closures affecting more than 1.6 billion learners. While nearly every country in the world offered remote learning opportunities for students, the quality and reach of such initiatives varied greatly and were at best partial substitutes for in-person learning. Now, 21 months later, schools remain closed for millions of children and youth, and millions more are at risk of never returning to education. Evidence of the detrimental impacts of school closures on children's learning offer a harrowing reality: learning losses are substantial, with the most marginalized children and youth often disproportionately affected. Countries have an opportunity to accelerate learning recovery and make schools more efficient, equitable, and resilient by building on investments made and lessons learned during the crisis. Now is the time to shift from crisis to recovery - and beyond recovery, to resilient and transformative education systems that truly deliver learning and well-being for all children and youth."--The World Bank website.

In 2009, a bipartisan Knight Commission found that while the broadband age is enabling an info. and commun. renaissance, local communities in particular are being unevenly served with critical info. about local issues. Soon after the Knight Commission delivered its findings, the FCC initiated a working group to identify crosscurrent and trend, and make recommendations on how the info. needs of communities can be met in a broadband world. This report by the FCC Working Group on the Info. Needs of Communities addresses the rapidly changing media landscape in a broadband age. Contents: Media Landscape; The Policy and Regulatory Landscape; Recommendations. Charts and tables. This is a print on demand report.

CPCE Practice Questions are the simplest way to prepare for the CPCE test. Practice is an essential part of preparing for a test and improving a test taker's chance of success. The best way to practice taking a test is by going through lots of practice test questions. If someone has never taken a practice test, then they are unprepared for the types of questions and answer choices that they will encounter on the official test. There is a tremendous advantage to someone taking the test that is already familiar with the questions and answer choices. Another advantage of taking practice tests is that you can assess your performance and see if you need to study and practice more, or if you're already prepared enough to achieve success on your test day. If you do well on the practice test, then you know you're prepared. If you struggle on the practice test, then you know you may still have more work to do to get prepared. Taking lots of practice tests helps ensure that you are not surprised or disappointed on your test day. Our CPCE Practice Questions give you the opportunity to test your knowledge on a set of questions. You can know everything that is going to be covered on the test and it will not do you any good on test day if you have not had a chance to practice. Repetition is a key to success and using practice test questions allows you to reinforce your strengths and improve your weaknesses. Detailed answer explanations are also included for each question. It may sound obvious, but you have to know which questions you missed (and more importantly why you missed them) to be able to avoid making the same mistakes again when you take the real test. That's why our CPCE Practice Questions include answer keys with detailed answer explanations. These in-depth answer explanations will allow you to better understand any questions that were difficult for you or that you needed more help to understand.

The revised PreK-12 English Language Proficiency Standards build on the World-Class Instructional Design and Assessments (WIDA) Consortium's English Language Proficiency Standards for English Language Learners in Kindergarten through Grade 12 (Wisconsin, 2004). The WIDA Consortium is a group of ten states, formed in 2002 with federal monies, that has developed comprehensive English language proficiency standards. This volume also uses grade-level clusters that reflect current educational configurations in the United States. Each of the five language proficiency standards is divided into the four language domains of listening, speaking, reading and writing. The five levels of language proficiency reflect characteristics of language performance at each developmental stage and include: starting (L1), emerging (L2), developing (L3), expanding (L4), and bridging (L5).

Standardized test-taking skills for reading, math and language for grade 7.