In 1996, New York State began requiring all graduating high school students (starting with the Class of 1999) to pass rigorous end-of-course exams in five subjects. This study explores whether high school resources have been reallocated in the wake of these new standards and whether reallocation patterns differ among high- and low-graduation-rate…

This paper provides information about the New York's Regents Examination. The purpose of the exam is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment; (3) Determine prospective high school graduates'…

This book examines the changes in educational policy in the U.S. and Britain over the last twenty-five years. The author contends that education in the States and Britain has been significantly transformed, through efforts to create curricular standards, increased emphasis on accountability measured by standardized tests, and efforts to introduce…

Over the past decade, the standards movement has come a long way, though the push for accountability has meant different things in different places. In this article, the author reports the effects of standards-based education in student achievement and the improvement of public schools. Though states had already begun setting clear and challenging…

This State-specific summary report serves as an assessment of New York's Year 1 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation to date. New York significantly increased its capacity to provide support to its local educational agencies (LEAs). At…

Although the No Child Left Behind Act was intended to help "all students meet high academic standards," it is focused on subgroups of low-achieving students. The authors analyze the possible impact of the legislation's requirement for performance reporting by racial subgroup in light of the considerable racial segregation in U.S.…

This is an abridged, summary report of selected findings from "Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress"--a comprehensive study prepared by the Council of the Great City Schools in collaboration with the American Institutes for Research (AIR) and with…

City University of New York has extended the concept of ?open door" to ?open curriculum" by allowing any student to enroll in any program, transfer or terminal, regardless of his high school grade point average. To maximize the opportunities for success, large-scale counseling, tutorial, remedial and developmental programs have been…

There are fierce debates over the best way to prepare teachers. Some argue that easing entry into teaching is necessary to attract strong candidates, while others argue that investing in high quality teacher preparation is the most promising approach. Most agree, however, that we lack a strong research basis for understanding how to prepare…

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is…

This report provides information about the performance of New York's 2012 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2012 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the…

This paper describes New York's progress in implementing a comprehensive and coherent approach to education reform from the time of application through June 30, 2011. In particular, this report highlights key accomplishments over the reporting period in the four reform areas: standards and assessments, data systems to support instruction, great…

The No Child Left Behind (NCLB) Act is the largest incursion of the federal government into education in American history. More than $12 billion is attached to unprecedented requirements for all students, poor and nonpoor, to reach a level of academic proficiency. Title I and its NCLB reauthorization explicitly allot funds to individual schools…

This report summarizes preliminary and exploratory research conducted by the Council of the Great City Schools and the American Institutes for Research on urban school systems participating in the Trial Urban District Assessment (TUDA) of the National Assessment of Educational Progress (NAEP). The study is one of the first large-scale analyses…

Long Island Sound is an estuary of national significance and provides important economic, recreational, and aesthetic value to the citizens of Connecticut and New York. Investigations have been conducted regarding living marine resources and nutrient loading. However, Long Island Sound is often overlooked as an educational resource. This guide is…