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The No Child Left Behind Act (NCLB) is the latest in more than
two decades of federal efforts to raise educational standards and
an even longer stream of initiatives to improve education for poor
children. What lessons can we draw from these earlier efforts to
help NCLB achieve its goals? In Standards-Based Reform and the
Poverty Gap, leading scholars in sociology, economics, psychology,
and education policy take on this critical question. Armed with the
latest data and up-to-date research syntheses, the authors show
that standards-based reform has had some positive effects,
particularly in the area of teacher quality. Moreover, some of the
critics' greatest fears have not been realized: for example,
retention rates have not shot upward. Yet the overall pace of
improvement has been slow, owing in part to poor implementation.
Based on these findings, the contributors offer recommendations for
the implementation and impending reauthorization of NCLB. These
proposals, such as national testing and a rethinking of achievement
targets, are sure to be at the center of the upcoming debate.
Contributors include Thomas Dee, Laura Desimone, George Farkas,
Barbara Foorman, Brian Jacob, Robert M. Hauser, Paul Hill, Tom
Loveless, Meredith Phillips, Andrew C. Porter, and Thomas
Smith.
The mass expansion of higher education is one of the most important
social transformations of the second half of the twentieth century.
In this book, scholars from 15 countries, representing Western and
Eastern Europe, East Asia, Israel, Australia, and the United
States, assess the links between this expansion and inequality in
the national context.
Contrary to most expectations, the authors show that as access to
higher education expands, all social classes benefit. Neither
greater diversification nor privatization in higher education
results in greater inequality. In some cases, especially where the
most advantaged already have significant access to higher
education, opportunities increase most for persons from
disadvantaged origins. Also, during the late twentieth century,
opportunities for women increased faster than those for men.
Offering a new spin on conventional wisdom, this book shows how all
social classes benefit from the expansion of higher education.
The mass expansion of higher education is one of the most important
social transformations of the second half of the twentieth century.
In this book, scholars from 15 countries, representing Western and
Eastern Europe, East Asia, Israel, Australia, and the United
States, assess the links between this expansion and inequality in
the national context. Contrary to most expectations, the authors
show that as access to higher education expands, all social classes
benefit. Neither greater diversification nor privatization in
higher education results in greater inequality. In some cases,
especially where the most advantaged already have significant
access to higher education, opportunities increase most for persons
from disadvantaged origins. Also, during the late twentieth
century, opportunities for women increased faster than those for
men. Offering a new spin on conventional wisdom, this book shows
how all social classes benefit from the expansion of higher
education.
In 2002 Congress passed the Education Sciences Reform Act of 2002
(ESRA), authorizing the creation of the Institute of Education
Sciences (IES) as the research, evaluation, statistics, and
assessment arm of the Department of Education, and crystallizing
the federal government's commitment to providing national
leadership in expanding fundamental knowledge and understanding of
education from early childhood through postsecondary study. IES
shares information on the condition and progress of education in
the United States, including early childhood education and special
education; educational practices that support learning and improve
academic achievement and access to educational opportunities for
all students; and the effectiveness of federal and other education
programs. In response to a request from the Institute of Education
Sciences, this report provides guidance on the future of education
research at the National Center for Education Research and the
National Center for Special Education Research, two centers
directed by IES. This report identifies critical problems and
issues, new methods and approaches, and new and different kinds of
research training investments. Table of Contents Front Matter
Summary 1 Introduction 2 Background 3 IES at 20 4 Project Types for
NCER/NCSER Grants 5 Research Topics for NCER and NCSER Grants 6
Methods and Measures 7 Ensuring Broad and Equitable Participation
in NCER and NCSER Research Training Programs 8 Application and
Review Process 9 Concluding Observations Appendix A: Gathering and
Assessing the Evidence Appendix B: Email Correspondence Sent to the
Committee Appendix C: Committee-Commissioned Papers Appendix D:
Analysis of IES Funded Topics Commissioned Paper Appendix E:
Funding Information in NCER and NCSER Provided by the Institute of
Education Sciences Appendix F: Committee and Staff Biographies
In November 2000, the Board on International Comparative Studies in
Education (BICSE) held a symposium to draw on the wealth of
experience gathered over a four--decade period, to evaluate
improvement in the quality of the methodologies used in
international studies, and to identify the most pressing
methodological issues that remain to be solved. Since 1960, the
United States has participated in 15 large--scale cross--national
education surveys. The most assessed subjects have been science and
mathematics through reading comprehension, geography, nonverbal
reasoning, literature, French, English as a foreign language, civic
education, history, computers in education, primary education, and
second--language acquisition. The papers prepared for this
symposium and discussions of those papers make up the volume,
representing the most up--to--date and comprehensive assessment of
methodological strengths and weaknesses of international
comparative studies of student achievement. These papers answer the
following questions: (1) What is the methodological quality of the
most recent international surveys of student achievement? How
authoritative are the results? (2) Has the methodological quality
of international achievement studies improved over the past 40
years? and (3) What are promising opportunities for future
improvement?
Teachers often want to learn new ideas and approaches to improve
their teaching, but their efforts are often blocked by structural
constraints in their districts and schools. How can schools
overcome these barriers to provide more supportive environments for
change? The authors answer this question through the study of six
cases of schools and districts where teachers and researchers
collaborated to develop teaching for understanding in math and
science. This new book features: - A new conceptual model of how
school resources relate to teaching and learning, focusing not only
on material resources such as time and money but also on human and
social resources - Methods that administrators can use to support
teachers who want to improve their teaching of math and science -
Elements that professional developers should look for in a school
environment when they are considering working with staff on
teaching improvements - Answers to important questions, including
how schools operate as organizations, how they control work, how
they respond to changes in their environment, and how they improve
classroom teaching and learning
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