Reports

National Center for Education Evaluation and Regional Assistance
Tuesday June 1, 2010 –

This report, conducted by the National Center for Education Evaluation and Regional Assistance, evaluates the DC Opportunity Scholarship Program – the nation’s first federally funded voucher program — which was created to provide scholarships of up to $7,500 to make tuition for private schools more affordable for low-income DC families. The report finds that there was no evidence of a statistically significant difference in test scores between students who were offered an OSCP scholarship and students who were not.

Thursday April 15, 2010 –

English Learners in Boston Public Schools: Enrollment, Engagement and Academic Outcomes, AY2003-AY2006

In 2002, Massachusetts voters approved a referendum against the continuance of Transitional Bilingual Education (TBE) as a method of instruction for English language learners. The study undertaken by the Mauricio Gaston Institute at UMass Boston in collaboration with the Center for Collaborative Education in Boston finds that, in the three years following the implementation of Question 2 in the Boston Public Schools, the identification of students of limited English proficiency declined as did the enrollment in programs for English; the enrollment of English Learners in substantially separate Special Education programs more than doubled; and service options for English Learners narrowed.

Thursday February 25, 2010 –

To help keep girls in school and on track for success, the National Women’s Law Center and the Mexican American Legal Defense and Education Fund went straight to the source: Latina students and the adults who work with them every day. Listening to Latinas: Barriers to High School Graduation, explores the causes of the dropout crisis for Latinas and identifies the actions needed to improve their graduation rates and get them ready for college.

Institute for Wisconsin's Future
Sunday November 1, 2009 –
Finding and keeping good teachers is vital to all schools. In Milwaukee, where the racial achievement gap is so wide, it is especially critical as well as in rural areas where lower income students have few environmental resources outside of schools to bolster learning.  This report investigates the factors involved in retaining urban and rural teachers as well as maximizing their effectiveness in the classroom. Interviews with teachers and school officials indicate that modest changes in educational systems could improve teacher retention and performance. Most significant reforms included systematic mentoring for new teachers and more realistic workloads. While these would require more school funding, the amount is not extravagant and the outcome could make the difference between success and failure in many schools.
Wednesday September 23, 2009 –

In Lost Opportunity: A 50 State Report on the Opportunity to Learn in America, the Schott Foundation for Public Education establishes a metric for determining the opportunity to learn for students. Providing a state-by-state comparison of both academic proficiency (percentage of students scoring at or above proficient on the eighth grade NAEP reading exam) and equity (as measured by the Schott Foundation’s Opportunity to Learn Index, or OTLI), Lost Opportunity identifies the four baseline minimum resources that are necessary for a child – regardless of race, ethnicity, or socioeconomic status – to have a fair and substantive Opportunity to Learn.

Thursday September 17, 2009 –

The Opportunity to Learn Campaigns’s federal policy recommendations focus needed attention on the specific solutions that ensure all students – particularly those from historically disadvantaged groups – are provided a fair and substantive opportunity to learn through access to high-quality learning opportunities. The central federal policy recommendation calls for developing and monitoring a set of research-based, resource equity standards.

Schott Foundation for Public Education
Friday July 25, 2008 –
This is the 2008 edition of Schott's series of reports on the achievement of Black male students in public education. View the latest report at www.blackboysreport.org.
Center for Evaluation and Education Policy
Saturday February 9, 2008 –

This report, conducted by the Center for Evaluation and Education Policy, evaluates the publicly-funded Cleveland Scholarship and Tutoring Program – the nation’s second state-funded voucher program – implemented with the goal of providing low-income, inner-city families afford the cost of private school tuition. The report examines the program’s impact on student achievement, parent involvement, teachers and schools.

Schott Foundation for Public Education
Friday December 1, 2006 –
This is a supplemental report to the 2006 edition of Schott's series of reports on the achievement of Black male students in public education. View the latest report at www.blackboysreport.org.
The Schott Foundation for Public Education
Thursday June 1, 2006 –
This is the 2006 edition of Schott's series of reports on the achievement of Black male students in public education. View the latest report at www.blackboysreport.org.

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