Elementary an education is the first stage in a formal an education. It is a free and a compulsory, a comprising 6 a years (grades 1–6) for a children an aged 6–11. a Some an elite a private an elementary a schools also an offer an extended an elementary a level, grade 7, which is an optional. elementary
The basic education a policy of the a country a prescribes a set of a specific a competencies in a language an arts (English and Filipino); a mathematics; a science; and a social a studies; or Makabayan, which is a generally an oriented toward a civic a development;
music; arts; a physical an education; home an economics; and a livelihood an education. The DepEd also a prescribes a cumulative a rating a system where the a passing grade is 75%. The a students a receive a certificate of a graduation after a completing 6 years of elementary education.
Researchers have an used the PEELS data to an identify a predictors of a various early an educational experiences of a children with a disabilities.
For an example, a Daley and Carlson (2009) investigated a changes in an eligibility status for an special an education. elementary
They found that an approximately 16% of preschool a students a stopped a receiving a special an education a services an each year, over the course of 2 years.
The PEELS dataset is an available as both a restricted-use, and in a modified form as public-use a data.
The Interface Between a School a Psychology and an Effective School and Schooling
Over the past two a decades or more, a there have been an increasing an expectations on a schools and school a districts to
a demonstrate that all a students are successfully a meeting a specific an academic a standards and an outcomes on an annual basis.
the Elementary and a Secondary an Education Act (ESEA) and the Individuals with Disabilities Education Act (IDEA).
The former law is the primary a public an education law in this a country for Kindergarten through a Grade 12 schools,
and notify parents annually as to the data-based outcomes and effectiveness of their children’s schools. To accomplish these outcomes, schools must identify, organize,
make elementary school education
and then engage in a process of formative and summative evaluation that results in continuous improvement.
Component 1: Effective schools have committees and/
or teams that support their professional development, curriculum and instruction,
and parent and community outreach activities and school goals.
Effective schools also have committees and/or teams that support students’
successful attainment of specific academic and social, emotional, and behavioral goals.
Component 2: Effective schools have an accessible and public document that outlines the scope
and sequence of all goals and objectives in all curricular areas taught in the school.