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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.
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 report focuses on the second of two cohorts of ninth-grade students to participate in the study and discusses the impact that the two interventions had on these students’ reading comprehension skills through the end of their ninth-grade year.
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.
This report describes the implementation of student-based funding (SBF) policies in two California school districts—San Francisco Unified School District and Oakland Unified School District.
A Tale of Two Districts Report Appendices