Showing 131 reports filtered by "Middle School" sorted by date added . Show All Reports
Education and Literacy
Analyzes data on risk of school suspension by race/ethnicity, gender, and disability status in nearly five hundred districts; highlights research showing suspensions to be ineffective and harmful; and calls for implementing evidence-based alternatives.
August 1970
Geographic Focus: North America-United States (Western)-California
Education and Literacy, Employment and Labor
Proposes interest-based collective bargaining, as opposed to traditional adversarial negotiations, and empowering teachers, staff, and principals as a way to enable unions to play a critical role in improving education and closing the achievement gap.
August 1970
Geographic Focus: North America-United States (Northeastern)-Massachusetts
Education and Literacy;Poverty;Race and Ethnicity
Persistent school segregation does not mean just that children of dierent racial and ethnic backgrounds attend dierent schools, but that their schools are also unequal in their students' performance. This study documents nationally the extent of disparities in student performance between schools attended by whites and Asians compared to blacks, Hispanics, and Native Americans. The analysis shows that a focus solely on schools at the bottom of the distribution as in No Child Left Behind would only modestly reduce the wide disparities between groups.
August 1970
Geographic Focus: North America / United States
Education and Literacy, Science
American science performance is lagging as the economy becomes increasingly high tech, but our current science standards are doing little to solve the problem. Reviewers evaluated science standards for every state for this report and their findings were deeply troubling: The majority of states earned Ds or Fs for their standards in this crucial subject, with only six jurisdictions receiving As. Explore all the state report cards and see how your state performed.
August 1970
Geographic Focus: North America-United States
Education and Literacy, Employment and Labor
A teacher's effectiveness has a tremendous impact on a child's learning and academic trajectory. Yet knowing that, and being able to create teacher evaluation systems that successfully measure and document teacher effectiveness, are two very different things. In fact, for as long as anyone can remember, a public school teacher's effectiveness and performance in Ohio classrooms-as in the rest of America- haven't been measured much at all. These critical factors have had little impact on decisions about whether she is retained by her district or laid off, how she is compensated or assigned to a district's school, or how her professional development is crafted. This report, authored by Superintendent Mike Miles, takes a detailed look at the Harrison (CO) School District 2's Pay-for-Performance Plan. The Harrison Plan confronted the dual challenges of defining an effective teacher then identifying all the things that demonstrate her effectiveness. This how-to guide is meant to serve as a tool and model for Ohio's school districts.
August 1970
Geographic Focus: North America-United States (Western)-Colorado
Education and Literacy
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
Education and Literacy, Employment and Labor
When it comes to public-sector pensions, writes lead author Michael B. Lafferty in this report, "A major public-policy (and public-finance) problem has been defined and measured, debated and deliberated, but not yet solved. Except where it has been." As recounted in "Halting a Runaway Train: Reforming Teacher Pensions for the 21st Century", these exceptions turn out to be revealing -- and encouraging.
August 1970
Geographic Focus: North America-United States (Western)-Utah, North America-United States (Western)-Alaska, North America-United States (Midwestern)-Michigan, North America-United States (Midwestern)-Missouri
Education and Literacy;Immigration
Probing the changing makeup of American college campuses, this report by the Public Education Institute at The Immigrant Learning Center, Inc. of Malden, MA, offers unparalleled insight into the journeys of today's graduate students born to immigrant entrepreneur parents.
August 1970
Geographic Focus: North America / United States (Southern) / District of Columbia / Washington;North America / United States (Western) / California;North America / United States (Northeastern) / Massachusetts;North America / United States (Northeastern) / Pennsylvania / Philadelphia County / Philadelphia
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