The first Charter School opened in Boston shortly after the landmark Massachusetts Education Reform Act in 1993. In 1995, the Boston Public Schools and the Boston Teacher’s Union responded by creating their own version of the autonomous school model, known as the “Pilot School.” Fifteen years later, the goal of this report is to assess the impact of these new school models on student achievement.
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The Florida Literacy and Reading Excellence (FLaRE) professional development (PD) study examined the effects of receiving FLaRE support vs. not, and receiving high vs. low levels of support.
This Issue Brief reports that the amount of reading and mathematics homework that students' teachers expected them to complete on a typical evening generally increased from first grade to fifth grade. Children in schools with higher percentages of minority students had teachers who expected more homework on a typical evening compared to children in lower minority schools. In addition, in all three grades, larger percentages of Black, Asian, and Hispanic children than White children had parents who reported that their child did homework five or more times a week.
This Issue Brief provides estimates of the number and percentage of homeschooled students in the United States in 2007 and compares these estimates to those from 1999 and 2003.
This report provides estimates of student victimization and characteristics of victims and nonvictims using data from the 2005 National Crime Victimization Survey Basic Screen Questionnaire, the NCVS Crime Incident Report, and the School Crime Supplement to the NCVS.
In a highly interconnected world, the students served by urban school systems—the subject of this report—will require strong mathematic skills to compete against their peers around the globe. Reports such as Counting on the Future help policymakers and educators to know how well they are doing in meeting this challenge and to track progress over time.
This report examines both the educational progress of American Indian/Alaska Native children and adults and challenges in their education, and shows that over time more American Indian/Alaska Native students have gone on to college and that their attainment expectations have increased.
This research brief reports on findings from an on-line survey conducted by AIR to study state education agency capacity to develop and deploy a statewide system of support for schools identified for improvement under No Child Left Behind (NCLB).