Transforming the High School Experience: How New York City's New Small Schools Are Boosting Student Achievement and Graduation Rates
Howard S. Bloom, Saskia Levy Thompson, and Rebecca UntermanMDRCJune 2010
Howard S. Bloom, Saskia Levy Thompson, and Rebecca UntermanMDRCJune 2010
Thomas C. Hunt and Timothy Walch, Eds.Alliance for Catholic Education PressJune 2010
Kristie KauerzFoundation for Child DevelopmentJune 2010
Danielle Battle & Kerry GruberThe National Center for Education Statistics June 2010
Institute of Education SciencesJune 2010This report is the third and final report of a series that examines the efficacy of comprehensive teacher induction programs, which are intensive, formalized mentoring programs that many districts have adopted and developed in order to boost student achievement, increase teacher retention, and provide a system of support for new teachers.
Edward W. Wiley, Eleanor R. Spindler, & Amy N. SubertUniversity of Colorado at Boulder2010
Institute of Education SciencesJune 2010
Steve SuittsThe Southern Education Fund 2010
Almost three years ago, Fordham and the Northwest Evaluation Association published a landmark study, The Proficiency Illusion, which found that state ?proficiency cut scores? varied tremendously, not just from state to state but also within states.
The Columbus Dispatch has had great coverage of the struggles of? and now the proposed fix for ?
The New York Times article, ?The Case for $320,000 Kindergarten Teachers? by David Leonhardt, was the most-emailed article in the Times yesterday, and Education Week's Elanna S.
We confess. Mike and I were partly wrong last week: More than half a dozen conservatives have misgivings about the ?Common Core? standards and the tests to follow.
Washingtonians share their opinion on the latest round of D.C. teacher firings. Want to travel to Japan to teach English?
?We are facing the hard truth that the [proficiency] gains in the past were simply not as advertised.'' ? Merryl Tisch, Chancellor of the New York state Board of Regents
Bridging the divide between education research and education policy can be difficult, but we came one step closer this week when we co-hosted the first Emerging Education Policy Scholars program with the American Enterprise Institute.