While the debate over school choice tends to focus on things like whether vouchers weaken public schools by draining away state funds or creaming the best students, most such contentions can be refuted by evidence.
What does it take to be a successful principal? In the 1980s, "effective schools" research introduced the idea of instructional leadership.
Dozens of times in recent weeks, people have asked what I expect will happen to Edison Schools, formerly known as the Edison Project, considering the parlous state of the company's stock price, other signs of financial woe, the gnarly situation in Philadelphia, and the recent separation of Edison from one of its first schools (Boston's Renaissance charter school).No doubt I get asked thi
Michael W. Kirst, Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of EducationMay 2002
Office of Special Education Programs, U.S. Department of Education2001
Russlyn Ali, The Education Trust-WestApril 2002
edited by Williamson M. Evers, Lance T. Izumi and Pamela A. Riley, Hoover Institution and Pacific Research Institute, 2001
Frederick Hess, National School Boards Association2002
Considerable attention has recently focused on a bill (AB 2160) working its way through the California legislature that would expand the scope of collective bargaining beyond wages and working conditions to include matters of education policy such as curriculum and textbooks. The bill has the strong support of the California Teachers Association, the state's largest teacher union.
Secretary of Education Rod Paige is asking teachers to help reclaim Memorial Day for its intended purpose of honoring those who have died in service to our country.
In the belief that public understanding of the Middle East will strengthen American security, the government subsidizes the work of Middle Eastern studies programs at universities around the country. But while trying to encourage the study of foreign languages and areas of the world that pose a challenge to U.S.
In recent months, policymakers and policy wonks alike have been singing the praises of value-added analysis, which focuses on the achievement gains that a school or teacher elicits rather than just looking at how high the students score, since high or low scores of students in a school may reflect the socioeconomic makeup of the student body (and other "input" variables) rather than the quality
After California Governor Gray Davis threatened to veto AB 2160 (discussed in the accompanying editorial by Michael Podgursky) if it included a provision expanding collective bargaining to cover curriculum and textbook decisions, the bill was amended by a legislative committee yesterday to prohibit any expansion of collective bargaining, but substituting a new process by which teachers and dist
Noelle C. Griffin and Priscilla Wohlstetter, Teachers College RecordApril 2001
Council of Chief State School OfficersApril 2002 (draft)
Katrina Bulkley and Jennifer Fisler, Consortium for Policy Research in EducationApril 2002
Mr. Greene: Superb analysis. I had never considered that full funding of special education costs by the federal government would dramatically increase public schools' incentive to classify challenging children.
The miserable failure of most states to implement the requirements of the 1994 federal education amendments in timely fashion had already cast a veil of doubt over the prospects for No Child Left Behind: the stark fact that states don't necessarily make the changes that Washington expects of them-and then get away with it.But what happens when states do comply with the formal requirement
Last week, the Department of Education released the most recent batch of scores on the NAEP history exam, and the results for 12th graders were abysmal.
The No Child Left Behind Act requires school districts to allow children in persistently failing schools to transfer to better (public) schools and to pay the transportation costs for those students to reach their new schools. For thousands of schools, that provision takes effect in September.
Debora Scheffel, Colorado Department of EducationMarch 2002
Forum for the American School SuperintendentJanuary 2002
Guilbert C. Hentschke, Scot Oschman and Lisa Snell, Reason Public Policy InstituteMay 2002
