Evaluation of the Cleveland Scholarship and Tutoring Program 1998-2001
The Indiana Center for EvaluationMarch 2003
The Indiana Center for EvaluationMarch 2003
The Learning First AllianceMarch 2003
The National Center for Education StatisticsApril 2003
Nobody likes having their budgets cut or income diminished. But my gracious, what a lot of griping, blaming and gnashing of teeth there has been in recent weeks with regard to public-school budgets. A blizzard of articles has chronicled the fiscal agonies of school systems whose revenues are pinched by the present downturn in state and municipal tax collections.
John E. Chubb and Tom Loveless, eds. Brookings Institution Press2002
Andrew Zucker, Robert Kuzma, Louise Yarnall, Camille Marder, Teachers College PressJanuary 2003
Dan Goldhaber, The University of WashingtonMarch 2003
The challenge of basing education policy on sound researchEarlier this year, Mathematica Policy Research released a sophisticated study of federally funded after-school programs showing that such programs do not raise the academic achievement of participating students.
I read your comments about protests against standards-based, test-driven state accountability systems [see "The law people love to hate--and pretend to love,".
The April/May 2003 issue of American Enterprise, organized around the theme Race, Broken Schools, and Affirmative Action, contains several interesting articles on school choice.
Yesterday's New York Times reports on two new studies that challenge test critics' claims that high-stakes testing undermines learning and hurts struggling students. Both studies instead find that high-stakes testing brings about academic gains, particularly for minority students.
A plan developed with the assistance of the Denver Classroom Teachers Association and backed by the school board would replace the traditional teacher salary schedule with a system of incentives based on performance if teachers vote to approve it next year.
Launched just over two years ago, New Leaders for New Schools (NLNS) recruits and trains outstanding prospective principals who lack conventional credentials and puts them on a fast track to public (and charter) school leadership positions.