
Compares student achievement trends over two years in schools with school administration managers helping principals increase the time they spend on instruction and schools without SAMs. Explores links between principals' time and student performance.
August 1970
Geographic Focus: North America-United States (Midwestern)-Illinois, North America-United States (Midwestern)-Iowa, North America-United States (Southern)-Kentucky

Education and Literacy;Employment and Labor;Nonprofits and Philanthropy
Analyzes, by college major, gender and racial/ethnic distribution, median annual earnings, likelihood of unemployment and advanced degree attainment, and occupation and industry, as well as earnings differences within majors by race/ethnicity and gender.
August 1970
Geographic Focus: North America / United States

Education and Literacy, Nonprofits and Philanthropy
He Akoranga He Aratohu outlines and reviews the process created to identify, select and allocate grants to projects from Maori and Pacific communities that met the criteria for MPEI (Maori and Pacific Education Initiative).
August 1970
Geographic Focus: Oceanic Region-New Zealand

Political leaders hope to act soon to renew and fix the Elementary and Secondary Education Act (ESEA, also known as No Child Left Behind). In this important paper, Thomas B. Fordham Institute President Chester E. Finn, Jr. and Executive Vice President Michael J. Petrilli identify 10 big issues that must be resolved in order to get a bill across the finish line, and explore the major options under consideration for each one. Should states be required to adopt academic standards tied to college and career readiness? Should the new law provide greater flexibility to states and districts? These are just a few of the areas discussed. Finn and Petrilli also present their own bold yet "reform realist" solutions for ESEA.
August 1970
Geographic Focus: North America / United States

Is it time for Ohio to take bolder steps toward turning around its most troubled schools and districts? If so, what might the alternatives look like? Options for rebooting these troubled schools have come in the form of mayoral control, state takeovers, market competition through charter schools and other choice programs, as well as millions of federal dollars spent on "school turnaround", yet it seems that it might be time to try something new in Ohio. In looking for alternatives to simply doing more of the same, Ohio policymakers are looking to the experiences of other states. Among the boldest and most interesting of these is Louisiana's Recovery School District (RSD), which is accomplishing both significant gains in student achievement and consequential impacts on district-level standards. In this recent report by the Thomas B. Fordham Institute author Nelson Smith asks if and how the RSD concept might be a model for Ohio.
August 1970
Geographic Focus: North America-United States (Midwestern)-Ohio, North America-United States (Southern)-Louisiana

Disabilities, Education and Literacy
In this Fordham Institute paper, analysts examine public data and find that the national proportion of students with disabilities peaked in 2004-05 and has been declining since. This overall trend masks interesting variations; for example, proportions of students with specific learning disabilities, mental retardation, and emotional disturbances have declined, while the proportions of students with autism, developmental delays, and other health impairments have increased notably. Meanwhile, at the state level, Rhode Island, New York, and Massachusetts have the highest rates of disability identification, while Texas, Idaho, and Colorado have the lowest. The ratio of special-education teachers and paraprofessionals to special-education students also varies widely from state to state -- so much so that our analysts question the accuracy of the data reported by states to the federal government.
August 1970
Geographic Focus: North America-United States

Education and Literacy;Government Reform
Outlines the state of higher education financing in the United States, Mongolia, South Africa, and Ukraine; examines current policies and political and economic contexts; and recommends funding strategies to ensure high-quality education and equity.
August 1970
Geographic Focus: Africa (Southern) / South Africa;North America / United States;Europe (Eastern) / Ukraine;Asia (Eastern) / Mongolia

Community and Economic Development, Education and Literacy, Employment and Labor
Identifies needs in education and skills development, economic development, and supports for working families. Calls for state investment to improve access to and aid for education, job creation and training, and wages and benefits for the working poor.
August 1970
Geographic Focus: North America-United States (Midwestern)-Nebraska