In March 1997, all State, Territory and Commonwealth education ministers agreed on the national goal: that every child leaving primary school should be numerate and able to read, write and spell at an appropriate level. To provide focus for this goal, ministers agreed to a sub-goal: that every child commencing school from 1998 will achieve a…

This report summarizes evaluation results for the Austin Independent School District (AISD) bilingual education and English as a second language programs for the 2001-2002 school year.

This issue brief, based on a meeting of a group of distinguished researchers, educators, and policymakers convened by the National Center for Children in Poverty (NCCP) explores lessons from research and practice about the role of an intentional curriculum and professional development and supports for teachers in closing the achievement gap for…

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…

Results from testing programs in the Newark (New Jersey) public schools for 1991-92 are discussed. The system used three testing programs in the school year: (1) the Newark Uniform Testing Program (Stanford Achievement Series, eighth edition); (2) the New Jersey Statewide Testing System; and (3) the Bilingual Testing Program. Results of the Newark…

Results of the administration of the Nevada Proficiency Examination Program in 1988-89 are presented. The program, established by legislation in 1977 and amended in 1983 and 1987, provided for the administration of examinations of proficiency and achievement in reading, writing, and mathematics before the completion of grades 3, 6, 9, and 12. It…

An evaluation of the Astor Program for Gifted Children, introduced in 1973, in the New York City public schools is presented. This study is a follow-up of the "pioneer" pupils (those accepted during 1974-76). Sources of data included: a student questionnaire; student attitude scales; a parent questionnaire; a principal questionnaire; a…

Basic educational statistics, data on academic gains, and summaries of program observations are included in this evaluation of Utah's Migrant Education programs. The overview notes that 11 districts of a possible 40 in the state participated in the program in 1986, with 10 summer-only and 1 year-round program. Background information explains the…

The Comprehensive Tests of Basic Skills (CTBS) battery is administered in New Mexico school districts, as part of a state mandated assessment program, to students in grades 3, 5, and 8 to measure achievement in basic skills (reading, language, and mathematics). Various types of test data are presented for use in modifying the basic instructional…

Project BECOME, a mainstreaming program for Hispanic and Haitian students of limited English proficiency, provided instruction in ESL and native language studies, as well as bilingual instruction in social studies, mathematics, science, and typing. The program, which was implemented at Sarah J. Hale High School (located in downtown Brooklyn, New…

The Newark (New Jersey) School District's Twice-Retained Program was evaluated for 1985-86. This alternative program was designed for students in grades 1 through 8 who had a history of two or more grade retentions. It emphasized instruction in reading and mathematics and evaluated the pre- and post-program performance in those areas, as well as…

This report documents the 1981-82 evaluation of the Elementary and Secondary Education Act, Title I, Part B, Institutional Facilities Program carried out through the Division of Special Education of the New York City public schools. Using a diagnostic-prescriptive methodology, the program provided after-school and pull-out individualized remedial…

This report details the outcomes for children enrolled in two types of early intervention programs in Delaware: those serving young children with disabilities and those serving young children living in poverty. The Delaware Early Childhood Longitudinal Study was designed as a retrospective, two-group, posttest-only design. Participating in the…

Achieve was asked by the Washington State Academic Achievement and Accountability Commission, Office of the Superintendent for Public Instruction, and the Partnership for Learning to conduct a study of the 10th grade Washington Assessment of Student Learning (WASL). The intent of the study was to compare the content, rigor and passing scores on…

This paper explores two questions: (1) Do private schools produce greater academic achievement or attainment than public schools? and (2) Does this evidence provide guidance on the potential impact of voucher plans? Based on recent experimental evidence, it finds that Catholic elementary schools have modest effects on the mathematics achievement…