Using R for Estimating Longitudinal Student Achievement Models
J.R. Lockwood, Harold Doran, and Daniel McCaffreyR Foundation for Statistical ComputingDecember 2003
J.R. Lockwood, Harold Doran, and Daniel McCaffreyR Foundation for Statistical ComputingDecember 2003
Bryan C. Hassel and Meagan Batdorff, Public ImpactFebruary 2004
Committee for Economic DevelopmentFebruary, 2004
How would Shakespeare do on the new writing section of the SAT? None too well, according to this article in the Atlantic, which scored several well-known writers against the writing criteria set by the College Board, which sponsors America's most prominent test.
The Department of Education is entertaining comments on an important proposed change to Title IX regulations that presently impede single-sex schools.
In Colorado, a bill to create an independent state board to authorize charter schools is facing legislative obstacles. The Democrat who sponsored it says it would help charter schools by providing state, rather than local district, oversight.
Many educators believe it doesn't matter what kids read, so long as they are reading something. We beg to differ. Despite the good intentions of policymakers and teachers who want to improve students' reading skills, especially low-income and minority children, merely spending more time on "reading skills," does not a better reader make.
Much like the "reading wars" between phonics instruction and whole language learning, the K-12 "math wars" have raged for more than a decade. With many defeats and only occasional victories, parents, education reformers, and a number of university mathematicians have struggled against "fuzzy math" in schools.