Statement of the Wingspread Coalition: Where Will We Find the Leaders and What Will We Ask Them to Do?
Forum for the American School SuperintendentJanuary 2002
Forum for the American School SuperintendentJanuary 2002
Guilbert C. Hentschke, Scot Oschman and Lisa Snell, Reason Public Policy InstituteMay 2002
The No Child Left Behind Act requires school districts to allow children in persistently failing schools to transfer to better (public) schools and to pay the transportation costs for those students to reach their new schools. For thousands of schools, that provision takes effect in September.
Mr. Greene: Superb analysis. I had never considered that full funding of special education costs by the federal government would dramatically increase public schools' incentive to classify challenging children.
The miserable failure of most states to implement the requirements of the 1994 federal education amendments in timely fashion had already cast a veil of doubt over the prospects for No Child Left Behind: the stark fact that states don't necessarily make the changes that Washington expects of them-and then get away with it.But what happens when states do comply with the formal requirement
Last week, the Department of Education released the most recent batch of scores on the NAEP history exam, and the results for 12th graders were abysmal.
Andrea Del Gaudio Weiss and Robert M. Offenberg, American Educational Research AssociationApril 2002
Mark Berends, Susan J. Bodilly and Sheila Nataraj Kirby, RAND2002
New American Schools2002
Paul Barton, Educational Testing ServiceApril 2002
Carol F. Stoel and Tin-Swe Thant, Council for Basic EducationMarch 18, 2002
David Kauffman, Susan Moore Johnson, Susan M. Kardos, Edward Liu and Heather G. Peske, Teachers College Record2002
The debate swirling around renewal of the major federal law addressing special education, the Individuals with Disabilities Education Act (IDEA), draws much of its energy from a widely shared but probably false premise: that schools are increasingly swamped with disabled children who are diverting scarce resources away from other students.
The U.S. Department of Education released the results of the 2001 National Assessment of Educational Progress (NAEP) in history today, and while the scores of fourth and eighth graders have modestly improved since 1994, the scores of twelfth graders were frustratingly low and showed no improvement.
Why have school boards at all? asked Washington Post editorial page editor Fred Hiatt in a provocative op-ed this week. We don't elect our city police chief or our county health commissioner, yet nobody sees this as a denial of democracy. Why not let our elected mayors and city or county councils-the people who make the budgets-take similar responsibility for public schools?
Teachers who are certified as outstanding by the National Board for Professional Teaching Standards (NBPTS) are awarded large salary increases in many states and districts, but some researchers have questioned whether the NBPTS is accurately identifying the most effective teachers with its complex and expensive procedures.
edited by Margaret C. Wang and Herbert J. Walberg2002
edited by Tom Loveless2002
Gary Miron and Christopher Nelson2002
As federal officials gear up to implement the No Child Left Behind Act, state policymakers are all over the map in their plans for addressing the requirements of that complex new law. In Vermont, Governor Howard Dean said he will ask state officials to consider rejecting federal education funds to avoid having to meet the new federal testing requirements.
Another new Koret Task Force volume from Hoover, this one is edited by Paul Hill, runs 222 pages and, in seven chapters, closely examines the issue of children alleged to be "left behind" by school-choice programs.
And now for something completely different, not a book or report but a website. Surf to the MegaSkills website to learn about this education training program, developed in 1972 by Dorothy Rich, a champion of parental involvement in education and founder and president of the Home and School Institute.
The New York Times is gaga once again over America's "new philanthropists" and the giant "wealth transfer" that is said to be transforming American philanthropy.
The Thomas B. Fordham Foundation's first-ever Five-Year Report reviews our major education reform activities, products and expenditures, both in the national reform arena and in Dayton, from 1997 through 2001 and sums up the work of the Foundation from its rebirth in the mid-1990s until today. In the report, we endeavor to show what we think we've accomplished, where our efforts have fallen short, and what we've learned.
Kariane Mari Welner, Teachers College, Columbia UniversityMarch 2002
Bill Hangley, Jr. and Wendy S. McClanahan, Public/Private VenturesFebruary 2002
Boston Municipal Research BureauMarch 2002
Christopher W. Hammons, Milton & Rose D. Friedman FoundationFebruary 2002
David Monk, John W. Sipple and Kieran Killeen, New York State Educational Finance Research ConsortiumSeptember 10, 2001