Making Progress Toward Graduation: Evidence from the Talent Development High School Model
James J. Kemple, Corinne M. Herlihy, and Thomas J. Smith, MDRCMay 2005
James J. Kemple, Corinne M. Herlihy, and Thomas J. Smith, MDRCMay 2005
John Merrifield, Cato InstituteJune 2005
Two weeks ago we noted, "Success has a thousand fathers and many will try to claim credit" for the good news about rising NAEP scores (see here).
In the latest City Journal, Kay Hymowitz discusses Bill Cosby's parenting-power crusade among poor African-Americans and links it to the failure of government social welfare programs to close the education and economic gaps. A typical Cosby rant: "Proper education has to begin at home. . . .
Middle schools, like middle children, are just plain misunderstood. There is pretty clear evidence from the recent NAEP results that middle schools are where academic achievement in America falters and begins its accelerating decline, as the Los Angeles Times argues in a cracker-jack editorial this week.
Merit pay for teachers has gotten a lot of play recently (for examples, see here). Without a doubt, the principle that some teachers ought to get paid more than others has gained political currency around the country.