The accountability of No Child Left Behind (NCLB, 2001) provided assurance that "all children (would) have a fair, equal, and significant opportunity to obtain a high quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments" (Section 1001). According to…

This report presents the deliberations of the Midwest Regional Advisory Committee (MW RAC), one of 10 RACs established under the Educational Technical Assistance Act of 2002 (20 U.S.C. sections 9601 et. seq.) to assess the educational needs of the region. The committee's report outlines the educational needs across the seven states of Illinois,…

The purpose of this study was to develop and test a theoretical framework that would examine the structural relationships between select organizational and environmental variables and school district effectiveness in Michigan. The theoretical framework was derived from organizational theory and represents a social-ecological approach to the study…

The federal No Child Left Behind Act (NCLB) requires school districts in every state to publish and disseminate annual report cards with information on district performance. Schools are required to report similar information. These report cards must include not only information on overall student achievement, but also on the performance of…

Correlations between (1) Michigan school districts' expenditures, various supports, and revenues; and (2) each district's educational background, median family income, racial composition, and dropout rate were analyzed. Data used in this study were obtained from the Michigan Department of Education. (SLD)

The fifth report of the Michigan Educational Assessment Program contains education profiles for State school districts, schools and pupils. The profiles deal with: (1) human resources--such as pupil/teacher ratio and percent of teachers with master's degree; (2) school financial resources--such as local revenue per pupil and State school aid per…

The sixth report of the Michigan Educational Assessment Program contains eight educational distribution profiles. Schools and districts were classified into upper, middle, and lower thirds on the basis of the average scores (in grades 4 and 7) in composite achievement and socioeconomic status, and their scores on all assessment measures were…

This publication provides descriptive information about the 100 largest school districts in the United States. Almost one in every four public school students in this nation is served by one of these large districts. They are distinguished from the average district by characteristics, in addition to sheer size, such as pupil-teacher ratios, high…