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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 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.
The Wisconsin Responsive Education for All Children (REACh) initiative was launched in 2006 to create a framework for implementation of early intervening services and response to intervention (RTI). The initiative provided small competitive grants to a limited number of schools within the state to implement this framework. AIR was subsequently awarded the contract to conduct a formative evaluation of the new Wisconsin RTI Center.
Iowa launched Every Learner Inquires, a K–12 professional development initiative to promote inquiry-based science instruction, with the goals of improving student learning, building the necessary teacher leadership and content expertise, and establishing a structure for sustained implementation. The AIR evaluation team conducted a formative and summative evaluation—using surveys, interviews, classroom observations, and instruction logs—to offer timely feedback regarding reactions to professional development, teacher learning, level and fidelity of implementation, and factors that facilitate and inhibit implementation.