Evaluating the Accelerated Schools Approach: A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools
Manpower Demonstration Research Corporation, December 2001
Manpower Demonstration Research Corporation, December 2001
Chris Patterson, Texas Public Policy Foundation, January 2002
Clarence Stone, Jeffrey Henig, Bryan Jones and Carol Pierannunzi, 2001
edited by Joy A. Palmer, 2001
A careful reader of The New York Times would by now be very confused about the state of reading research. In the past few weeks, three different writers in the newspaper have offered differing interpretations of the issue.
Until this year, virtually all school districts in California participated in the state's class size reduction program, with the state footing most of the cost.
"Years of vouchers and competition-based reforms mean it's no longer a novelty to see MPS [Milwaukee Public Schools] promoting schools the way Procter & Gamble sells Tide," writes Sam Schulhofer-Wohl in the Milwaukee Journal Sentinel, but "the public school system's promotional efforts are reaching newly feverish heights this winter" with free chili dinners at MPS open houses, radio
Howard Fuller and Kaleem Caire, National Center for Policy Analysis 2001
Beatriz Chu Clewell and Ana Maria Villegas, The Urban Institute December 2001
Governor's Task Force on Efficiency and Accountability in K-12 Education December 18, 2001
"Phonics and testing, we're meant to believe, are an intensive therapy set to turn around laggard schools," writes Stephen Metcalf in The Nation, "But administrators, teachers, parents and children know better." The real story behind President Bush's education plan, says Metcalf, is that "The big players now at the education table, some with a considerable financial stake in the new regi
Education giving is also taking a hit as philanthropists' bank accounts shrink and some redirect their resources toward fighting terrorism and supporting domestic relief efforts in the aftermath of the September 11 attacks.
The faltering U.S. economy has put an end to a decade of budgetary good times for schools, with the recession opening a $40 billion hole in many states' general funds on which schools rely heavily, reports Daniel Wood in The Christian Science Monitor. Among the hardest-hit states are New York, Florida, Illinois, Minnesota, Oregon, and California, where Gov.
As Supreme Court justices weigh the constitutionality of Cleveland's voucher program in the next few months, their assessment of the benefits of school choice is apt to influence their decision.
Data warehousing, data-driven decision making, or business intelligence - whatever its name, it's the latest thing for managing school systems, according to a short article in this Sunday's Education Life supplement to The New York Times.
Richard M. Ingersoll, American Educational Research Journal, Fall 2001
Holly Holland and Kelly Mazzoli, 2001
Members of the American Educational Research Association (AERA) who attend the organization's annual meeting in 2002 are invited to attend a professional development course (for only $70!) that will train them to engage "with poetic representation of data as a way of focusing, interpreting, clarifying, and communicating the results of qualitative research," according to a note in the December 2
While the testing and reading provisions of the No Child Left Behind Act have been monopolizing the spotlight, the requirement that all teachers in core academic subjects be fully qualified within four years is starting to attract its share of unfriendly attention.
Scientific American reports that data on the effects of class size reduction are inconclusive. According to Education Week, the same is true of data on the "whole school" reform effort. While education data exist in oversupply, they are of little use for policymaking, writes E.D. Hirsch in a column for the Hoover Institution.
While the debate over special education tends to focus on its cost - and how much money it takes away from regular education - Congress will get nowhere on this topic until lawmakers begin to view special and regular education as part of a single system, one that is hampered by an all too pervasive problem: that schools are teaching reading in a way that fails to effectively reach millions of c
Now that George W. Bush has signed the "No Child Left Behind" act, the flashbulbs have just about stopped popping, and the policy (and media) focus shifts back to terrorism and the economy, the education world will turn to the low profile but crucial matter of translating this thousand-page bill's dozens of programs and hundreds of provisions into schoolhouse practice.
While the costs and benefits of annual tests were debated at great length last year, analysts of the new "No Child Left Behind" education legislation are getting more excited about an opportunity created by those tests: the ability to identify effective schools and teachers using annual test scores. In a 9-page paper for the Lexington Institute, Robert Holland explains how statistical ana
Krista Kafer, Heritage Foundation, December 13, 2001
Anne Lewis, Poverty & Race Research Action Council, 2001
Douglas A. Archbald, Education Policy Analysis Archives, November 2001
Educational Issues Policy Brief, American Federation of Teachers, 2001