This paper is the eighth in a series of reports designed to provide (1) consistent, reliable indicators to allow analysis of trends for each state over time, (2) high data quality for comparability from state to state, and (3) accessible indicator formats aimed toward facilitating use by a variety of audiences. Since its inception, the report has…

This report expands and updates the information provided in the "National Assessment of Title I Interim Report" that was released in April 2006. New data on the implementation of Title I are provided on the targeting and uses of Title I funds, services for private school students, characteristics of students participating in the school…

This two-volume report, and Summary of Key Findings, presents findings from the congressionally mandated National Assessment of Title I on the implementation and impact of the program. Volume I contains key findings on the implementation of the program under No Child Left Behind, and Volume II [see ED499018] presents a report on follow-up findings…

This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes…

This survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies--Proposition 203 (a voter-initiative that restricts the use of bilingual education programs in Arizona schools), the federal No Child Left Behind Act of 2001 (NCLB), and Arizona LEARNS (the state's high-stakes…

This volume provides a collection of research that documents the effectiveness of 50 strategies for improving student learning and schoolwide performance. Much of the research, and resulting strategies cited here, was prompted by No Child Left Behind. The 50 strategies address the following topics: basic education; best pedagogical practices;…

Title I programs focus on improving the academic achievement of the disadvantaged. This document is the sixth in a series designed to provide: (1) consistent, reliable indicators to allow analysis of trends for each state over time; (2) high data quality for comparability from state to state; and (3) accessible indicator formats. The state…

Research indicates that the important attitudinal, behavioral, and occupational skills needed for work and life are best learned in the workplace or through applied, contextual settings which mirror workplace environments, as opposed to traditional classrooms. This argues for creating stronger relationships between high schools, their communities,…

This paper explores the potential pitfalls associated with the new federal accountability role precipitated by the passage of the No Child Left Behind Act. The paper presents worst-case scenarios with the assumption that it is worthwhile to consider the potential for unanticipated consequences so as to avoid problems before they occur. After…

Under the federal No Child Left Behind Act of 2001 (NCLB), standardized test scores are the indicator used to hold schools and school districts accountable for student achievement. Each state is responsible for constructing an accountability system, attaching consequences--or stakes--for student performance. The theory of action implied by this…

This article examines the need for preparing highly qualified teachers and the challenge of preparing future generations of citizens. Examining the historical antecedents of "highly qualified," beginning with the 1954 "Brown" decision, I ground my position on the role of schools and colleges of education in preparing educators…

No Child Left Behind legislation has triggered increased attention toward closing the achievement gap. Of particular importance is the need to improve African American male outcomes in education. The Jefferson County Public School System (JCPS) has embarked on one such effort with the implementation of the Street Academy Pilot Program. Evaluation…

The purpose of this topical review is to present Educational Policy Reform Research Institute's (EPRRI's) state-level qualitative findings collected during in depth interviews in the four core study states of California, Maryland, New York, and Texas. The data presented reflect the perspectives of state-level personnel who were involved with the…

Most of the scholarship and commentary on mathematics education deals with issues of curriculum and instruction; this is understandable in a field logically belonging to the domain of curriculum and instruction. Moreover, issues of teaching and learning are compelling to people who love to learn and teach mathematics. Policy receives shorter…

This report to Congress covers the actions and accomplishments of the Department of Education Office for Civil Rights (OCR) for the period beginning October 1, 2000, and ending September 30, 2002. The first section, titled "Overview of OCR Compliance and Enforcement Program," looks at the Office's organizational structure, complaint…