The motivation for the present study was to obtain more systematic information about how decisions are made at the local school level so as to better understand the causes of the observed variation and to suggest modifications in NAEP procedures that could reduce variation.
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The following discussion summarizes the major elements of this “costing out” study. “Costing out” is a term regularly applied to this type of analysis of adequacy in education. In the course of this endeavor, AIR obtained input from professional educators and convened a three-day meeting with highly-qualified California educators to estimate the cost of an “adequate” education.
This report covers topics such as victimization, fights, bullying, disorder, weapons, student perceptions of school safety, teacher injury, and drugs and alcohol. Indicators of crime and safety are compared across different population subgroups and over time. Data on crimes that occur outside of school grounds are offered as a point of comparison where available.
This report presents the results from a seven-month study of charter schools in California performed by the American Institutes for Research (AIR). This study is part of a larger group of studies coordinated through Stanford University and funded by the Bill and Melinda Gates Foundation, the William and Flora Hewlett Foundation, the James Irvine Foundation, and the Stuart Foundation.
This study focuses on two primary research questions: What analytical techniques exist for estimating the cost of an adequate education for special education students? How might these techniques be applied to estimate the cost of an adequate education for special education students in California, and how do these cost estimates compare to what is currently spent on special education students?
This report outlines a number of critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of English language learning students on NAEP and on state assessments in this policy context.
This report provides descriptive information about children born in the United States in 2001. It presents information on certain child and family characteristics, on children’s mental and physical skills, on children’s first experiences in child care, and on the fathers of these children.
Common Core of Data (CCD) surveys for the 2004-05 school year and the fiscal year 2004, includes data about students enrolled in public education, including the number of students by grade and the number receiving special education, migrant, or English language learner services.
This report provides an overview of data from the CCD. Nonfiscal data are presented for school year 2004–05 (except high school completion data, which are for school year 2003–04), and fiscal data are presented for school year 2003–04 (fiscal year 2004).1 For all surveys, the U.S. totals presented in the tables and in the text include only the 50 states and the District of Columbia.
This report is intended to serve as a consumer guide that helps decision makers sort through claims about which approaches could truly meet the needs of students. It is the most extensive and comprehensive review of elementary school CSR models ever issued.