National Comprehensive Center for Teacher Quality has compiled information about the availability, recruitment, and retention of teachers for at-risk schools and students in this inaugural biennial report.
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This report is the third annual synthesis report on the national evaluation of the Bill & Melinda Gates Foundation’s Early College High School Initiative.
This paper builds on prior research by providing new information on very young children’s exposure to home literacy activities and the relationship between such activities and children’s mental skill development over their first 2 years of life.
Freshman graduation rate for public high school students for school years 2002-03 and 2003-04.
This paper, presented at Forgotten Americans: The Future of Support for Older Low-Income Adults, examines health and income security issues among older Americans.
This report uses data from the Progress in International Reading Literacy Study (PIRLS) assessment and summarizes the performance of U.S. students.
This report finds that teachers who receive substantial professional development—an average of 49 hours in the nine studies—can boost their students’ achievement by about 21 percentile points.
This National High School Center research brief outlines existing barriers regarding teacher expectations, tracking, and placement of English language learners and offers key policies and useful strategies in building capacity and developing learning environments conducive for all students in obtaining academic success.
This guidance document was developed with input from a technical advisory group of state/federal representatives and field researchers, and describes the utility and practice of integrating the information available in state agency data sets with information on clients of alcohol and other drug abuse services.