Guiding Principles to Manage Scholarship Programs represents an overall approach to implementing scholarship programs so as to maximize the learning opportunities to students and families who receive scholarships.
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The first report from the third wave of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a study of children born in 2001.
USAID’s Haiti Scholarship Program supports public and private schools to retain needy children in school and create the conditions for their academic success through supplemental tutoring and school improvement projects. As explained in this report, thousands of Haitian children have benefited from the opportunity to attend school because of the program.
This collection of policy briefs was prepared for Getting from Facts to Policy: A California Education Policy Convening, hosted by EdSource in October 2007.
Overall, performance of low-performing schools (both those participating and not participating in the HPSGP) is improving in an era in which state and federal accountability systems have been introduced.
School violence can lead to a disruptive and threatening environment, physical injury, and emotional stress, all of which can be obstacles to student achievement (Elliott, Hamburg, and Williams 1998). Educators have responded to the perceived threat of school violence by implementing programs designed to prevent, deter, and respond to the potential for violence in schools (Peterson, Larson, and Skiba 2001). In addition, the No Child Left Behind Act of 2001 (P.L. 107-110) emphasizes the importance of safe learning environments by requiring schools to have a safety plan in place and to fund programs and practices intended to prevent and reduce violence in schools.
This paper is a demonstration of how partitioning analysis can be used to help separate changes in reading and mathematical proficiency from changes in school populations over assessment years, using NAEP data.
This 2007 report is the result of a request by the National Center for Education Statistics to the NVS panel to undertake a validity study of the current National Assessment of Education Progress (NAEP) mathematics assessment.
This analysis describes mental health challenges faced by children and families in the child welfare system and trends across states in addressing those issues. The analysis is based on the first round of state CFSR reports and Program Improvement Plans.