{"version":"1.0","provider_name":"Program Evaluation Division","provider_url":"https:\/\/sites.ncleg.gov\/ped","author_name":"ivanalouis","author_url":"https:\/\/sites.ncleg.gov\/ped\/author\/ivanalouis\/","title":"North Carolina Should Focus on Early Childhood Learning in Order to Raise Achievement in Predominantly Disadvantaged School Districts (May 2019) - Program Evaluation Division","type":"rich","width":600,"height":338,"html":"<blockquote class=\"wp-embedded-content\" data-secret=\"Wo1h2X38Yz\"><a href=\"https:\/\/sites.ncleg.gov\/ped\/2019-06\/\">North Carolina Should Focus on Early Childhood Learning in Order to Raise Achievement in Predominantly Disadvantaged School Districts (May 2019)<\/a><\/blockquote><iframe sandbox=\"allow-scripts\" security=\"restricted\" src=\"https:\/\/sites.ncleg.gov\/ped\/2019-06\/embed\/#?secret=Wo1h2X38Yz\" width=\"600\" height=\"338\" title=\"&#8220;North Carolina Should Focus on Early Childhood Learning in Order to Raise Achievement in Predominantly Disadvantaged School Districts (May 2019)&#8221; &#8212; Program Evaluation Division\" data-secret=\"Wo1h2X38Yz\" frameborder=\"0\" marginwidth=\"0\" marginheight=\"0\" scrolling=\"no\" class=\"wp-embedded-content\"><\/iframe><script type=\"text\/javascript\">\n\/* <![CDATA[ *\/\n\/*! This file is auto-generated *\/\n!function(d,l){\"use strict\";l.querySelector&&d.addEventListener&&\"undefined\"!=typeof URL&&(d.wp=d.wp||{},d.wp.receiveEmbedMessage||(d.wp.receiveEmbedMessage=function(e){var t=e.data;if((t||t.secret||t.message||t.value)&&!\/[^a-zA-Z0-9]\/.test(t.secret)){for(var s,r,n,a=l.querySelectorAll('iframe[data-secret=\"'+t.secret+'\"]'),o=l.querySelectorAll('blockquote[data-secret=\"'+t.secret+'\"]'),c=new RegExp(\"^https?:$\",\"i\"),i=0;i<o.length;i++)o[i].style.display=\"none\";for(i=0;i<a.length;i++)s=a[i],e.source===s.contentWindow&&(s.removeAttribute(\"style\"),\"height\"===t.message?(1e3<(r=parseInt(t.value,10))?r=1e3:~~r<200&&(r=200),s.height=r):\"link\"===t.message&&(r=new URL(s.getAttribute(\"src\")),n=new URL(t.value),c.test(n.protocol))&&n.host===r.host&&l.activeElement===s&&(d.top.location.href=t.value))}},d.addEventListener(\"message\",d.wp.receiveEmbedMessage,!1),l.addEventListener(\"DOMContentLoaded\",function(){for(var e,t,s=l.querySelectorAll(\"iframe.wp-embedded-content\"),r=0;r<s.length;r++)(t=(e=s[r]).getAttribute(\"data-secret\"))||(t=Math.random().toString(36).substring(2,12),e.src+=\"#?secret=\"+t,e.setAttribute(\"data-secret\",t)),e.contentWindow.postMessage({message:\"ready\",secret:t},\"*\")},!1)))}(window,document);\n\/\/# sourceURL=https:\/\/sites.ncleg.gov\/ped\/wp-includes\/js\/wp-embed.min.js\n\/* ]]> *\/\n<\/script>\n","description":"Using a national dataset of average test scores for school districts from 2009\u20132015, the Program Evaluation Division (PED) identified characteristics of predominantly disadvantaged districts that demonstrate average or better performance on standardized state tests; PED subsequently completed case studies of 12 such districts. PED found that the gap in achievement between predominantly disadvantaged districts and [&hellip;]","thumbnail_url":"https:\/\/sites.ncleg.gov\/ped\/wp-content\/uploads\/sites\/11\/2022\/06\/DisadvantagedSchools_Photo-1024x683.jpg"}