This report explores three questions about the Common Core State Standards in California, and provides recommendations and conclusions based on a two-day symposium convened to answer those questions.
This report describes how the education system in the United States compares with education systems in the other G-8 countries--Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom.
Building on existing external school support literature, this brief offers a set of indicators for assessing the quality of support provided to low-performing schools, with respect to the No Child Left Behind Act.
This annotated bibliography represents a first step toward compiling a comprehensive overview of current research on issues related to English language learners. It is intended to be a resource for researchers, policymakers, administrators and educators.
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. ...
Generation Y public school teachers—those born between 1977 and 1995—have been serving students for nearly a decade now, represent an increasingly large proportion of the teaching workforce. Five key insights about Gen Y require workplaces that ensure teachers receive regular feedback on their effectiveness; support peer learning and ...
AIR and Turnaround for Children have authored two white papers to support districts who are applying for the Race to the Top – District (RTTD) competition. The two white papers provide guidelines for establishing foundational conditions as outlined by RTTD and for using a specific set of metrics to measure ...
In this blog post, published as part of the work of the Midwest Comprehensive Center, Cora Goldston discusses how the Center has elevated the expertise of American Indian community members and state education agencies to support more equitable opportunities for American Indian students.
At 21, many foster youth “age out” of financial benefits and supports from the child welfare system—before they even finish college. Given the challenges they face, it’s not surprising that only 3 to 10 percent of them earn undergraduate degrees compared with 34 percent of young adults who weren’t in ...