James S. Leming, Lucien Ellington, and Mark SchugCenter for Survey Research and Analysis, University of ConnecticutMay 2006
Your characterization of the Education Week methodology (see here) as analyzing "the percentage of 9th graders who completed high school four years later" isn't quite correct. The formula on page 12 of the Ed Week report does, indeed, make use of dropout rates from grade
In the latest adaptation of a familiar argument, Ohio Board of Education members recently discussed a proposal to create "templates" for teaching scientific topics such as evolution, stem-cell research, and cloning. Strongsville's Colleen D.
Schools routinely blame socio-economic factors when their charges under-perform. And too many critics nod in agreement. Not those at The Education Trust, whose new study Teaching Inequality points the finger at districts that routinely pair economically disadvantaged students with inexperienced or out-of-field teachers.
