Addressing Racial Disparities in High Achieving Suburban Schools
Ronald D. Ferguson, NCREL Policy Issue 13December 2002
Ronald D. Ferguson, NCREL Policy Issue 13December 2002
Sara Bolt, Jane Krentz, Matha Thurlow, University of Minnesota, National Center on Educational Outcomes. November 2002
U.S. Department of Education, Office of the Under SecretaryPrepared by Mathematica Policy Research, Inc. and Decision Information Resources, Inc.February 2003
Luis Benveniste, Martin Carnoy, Richard Rothstein, RoutledgeFalmer November 2002
Morrison InstituteJanuary 2003
David T. Gordon, Editor, Harvard Education PressJanuary 2003
George L. Wimberly, ACT Policy Report2002
Even before the No Child Left Behind (NCLB) act shot across the sky, many districts and states had embarked upon heroic efforts to identify failing schools and set them right.
President Bush's 2004 budget previews many worthy education policy reforms, though in most cases the fine print remains to be written. Last week, I applauded the Administration's excellent Head Start initiative (http://www.edexcellence.net/gadfly/issue.cfm?issue=10#350).
Parents who call school district offices in New York City to try to transfer their children out of failing schools have a nearly 1 in 2 chance of getting the wrong information, two reporters from the New York Daily News found.
Anthony Bryk, Paul Peterson, and E.D. Hirsch have won the first annual Fordham prizes for excellence in education, the Thomas B. Fordham Foundation announced this week. Bryk and Peterson will split a $25,000 prize for distinguished scholarship while Hirsch will receive his own $25,000 prize for valor.
If you missed the national conference on teacher compensation and evaluation sponsored by CPRE (Consortium for Policy Research in Education) in November 2002, you can now access most of its presentations online.
Anthony Alvarado, brought in by Superintendent Alan Bersin to lead a curriculum overhaul in San Diego, will leave the district by September. Bersin called his departure a mutual decision.
A review of world history textbooks used in U.S. classrooms found that they routinely sanitize the problems of Islam while treating events in Western history and Christianity more critically.