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Direct linkRowley, Kristie J.; Silveira, Florencia; Dufur, Mikaela J.; Jarvis, Jonathan A. – Teachers College Record, 2019
Background/Context: Scholars have attributed the underperformance of U.S. students relative to students in other high-income countries to unequal access to high-quality educational environments. Poor students are presumed to do disproportionately worse on international achievement tests and, consequently, to pull down the U.S. average. Conversely,…
Descriptors: Academic Achievement, Comparative Education, Foreign Countries, Educational Quality
Abedi, Jamal; Herman, Joan – Teachers College Record, 2010
Background/Context: English language learner (ELL) students are lagging behind because of the extra challenges they face relative to their peers in acquiring academic English language proficiency, and the added burden of learning content in a language in which they are not proficient. The mandated inclusion of ELL students in the nation's…
Descriptors: Reading Comprehension, Second Language Learning, Grade 8, Accountability
Eckes, Suzanne; Swando, Julie – Teachers College Record, 2009
Background/Context: There are few empirical studies exploring the alleged conflict between the No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA). Objective: The purpose of this study was to examine what impact the No Child Left Behind Act has had on students with disabilities. Research Design: Specifically,…
Descriptors: General Education, Federal Legislation, Educational Improvement, Federal Programs
Gosa, Travis L.; Alexander, Karl L. – Teachers College Record, 2007
While the educational difficulties of poor black students are well documented and have been discussed extensively, the academic performance of well-off African American children has received much less attention. Even with economic and educational resources in the home, well-off African American youth are not achieving at the levels of their white…
Descriptors: African American Students, Family Life, African American Family, Family Environment
Wood, Diane – Teachers College Record, 2007
Background/Context: In an era of high stakes accountability, public school districts struggle to improve teaching and learning for all students. As a result, effective professional development approaches for teachers are a high priority. Recently, teachers' learning communities (LCs) have been recommended because successful LCs foster teacher…
Descriptors: Professional Autonomy, Program Effectiveness, Focus Groups, Teacher Role
