The No Child Left Behind Act of 2001 (NCLB) was created to address the unsatisfactory learning outcomes of U.S. students, especially minority and poor students who continue to perform at significantly lower levels than their peers. The NCLB requires states, districts, and high schools to take steps to ensure that all students meet high academic…

A critical review of research on school effectiveness is presented. The research findings are applied in a discussion of the issues of quality of education, resource allocation, and public policies. (JN)

Reflects on research that showed that, as reading ability of students without disabilities increased in schools engaged in "effective schools" reforms, the reading ability of students with disabilities decreased. Concerns are raised that resources previously devoted to special education programs may serve to infuse general school…

Examines the effect of unionization on high school economics teacher productivity measured by student performance on the Test of Economic Literacy (TEL). Finds that students in unionized school districts scored higher relative to students in nonunionized districts. Suggests these findings have implications for resource allocation. Includes tables…

Addresses theories of organizational effectiveness, a multivariate model, and determinants for effectiveness of local school citizens' participation organizations in a metropolitan public school system by surveying 52 citizen participants. Resource acquisition and internal process effectiveness are inversely correlated with perceived need for…

As part of the legal defense in an educational-disparity court case in Alabama, school resources and conditions and teacher and principal attitudes were studied in 45 school districts. Findings from all sources show disparities favoring wealthy schools on about 84% of the variables examined. Research impact on the trial is discussed. (SLD)

Describes an eight-step integrated school district strategy for individual school reform that makes the pursuit of greater school equity, accountability, and efficiency a mutually supporting, goal-oriented activity capable of facilitating student academic excellence. Discusses how districts and schools can benefit from this and emphasizes steps to…

The effects of class size on academic achievement have been studied for decades. Although the results of small-scale, randomized experiments and large-scale, econometric studies point to positive effects of small classes, some scholars see the evidence as ambiguous. Recent analyses from a 4-year, large-scale, randomized experiment on the effects…

Response to Intervention (RtI) is the practice of providing high-quality instruction and interventions to meet student needs and monitor progress in order to ensure effectiveness of instruction and/or interventions. RtI is an integrated service delivery approach for all students and should be applied to decisions in general, remedial, and special…

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

This report is one of nine detailed case studies of small urban high schools that served as the foundation for the Education Resource Strategies (ERS) report "Strategic Designs: Lessons from Leading Edge Small Urban High Schools." These nine schools were dubbed "Leading Edge Schools" because they stand apart from other high…

This book offers college department chairs guidelines for effectively fulfilling their roles as faculty developers, managers, leaders, and scholars. The results of several national surveys on chairs' duties and needs are summarized. Part 1 reviews the role of faculty developer. A practical set of procedures is given for recruiting faculty, bearing…

The 13 Chapters in this book address the important issue of how schools and school districts allocate their resources. The book summarizes the emerging research in educational resource allocations (tax dollars) at the district, school, and classroom levels. Following the preface by Lawrence O. Picus, the chapters include: (1) "Why Do We Need to…

This study focuses on three areas: First it explains how funds for Title I of the Elementary and Secondary Education Act are allocated. Second, it contrasts an achievement-based funding procedure, the CEMREL study, with the present poverty-based funding procedure, and third, it describes other ongoing research in this area. The formula currently…

This paper argues that the intent of the Elementary and Secondary Education Act (ESEA) of 1965 and subsequent amendments to improve and equalize educational opportunities for the disadvantaged have been aborted by impotent enforcement and insufficient appropriation of resources. Research findings and highlights from major educational evaluations…