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December 17, 2010 10:04 pm


How Many Schools and Districts Have Not Made Adequate Yearly Progress?  Four-Year Trends by the Center on Education Policy. This report analyizes the  trends over four years in the number of schools and school districts that did not make adequate yearly progress (AYP) in raising student achievement under the No Child Left Behind Act.

State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps from the Center on Education Policy.  This report analyzes state student achievement trend and gap data for states and the District of Columbia in math and reading for grades 4, 8, and high school.  The data is analyzed by student race, ethnicity, income, and gender from as early as 2002 through 2009 for states with three or more years of comparable testing results.

Hear Us Out: High School Students in Two Cities Talk about Going to College by Center for Youth Voice.  According to this study, students do not get the college-going help they need from schools until far too late in the game; instead parents and guardians largely step in to fill that role.

Refueling the U.S. Innovation Economy: Fresh Approaches to Science, Technology, Engineering and Mathematics (STEM) Education by the Information Technology and Innovation Foundation. This paper makes the case for why the nation needs more and better STEM graduates. It also touts specialty STEM high schools which aim to equip students with skills needed to succeed as science and technical workers, along with online coursework and project-based learning, as tools that could help bolster current methods of improving STEM education.

Considerations for Developing Test Specifications for Common Core Standards by Pearson. white paper to help guide U.S. education leaders as they develop large-scale summative assessments based on the new Common Core State Standards (CCSS).  The paper describes the relationships between the new curriculum standards, which are guidelines for instruction, and test specifications, which are guidelines for the development of sound and effective items and tests.

School Improvement Grants: Take 2 from the School Turnaround Group at Mass Insight. This report finds that creating the political will for the kind of drastic school reform demanded by the Education Department is one of the biggest hurdles facing the School Improvement Grants program.

Connecting the Dots: School Spending and Student Progress from the Texas Comptroller of Public Accounts. This report provides pointers for the Texas LEAs on finding efficiencies to improve student performance at lower cost.

Are Bad Schools Immortal? The Scarcity of Turnarounds and Shutdowns in Both Charter and District Sectors by the Thomas B. Fordham Institute. This study finds that the lowest-performing public K-8 schools often linger in that state for years, neither improving enough to get off accountability life support nor being shuttered completely, and persistently failing charter schools fare no better than regular public schools.

Tracking Students to 200 Percent of Normal Time: Effect on Institutional Graduation Rates from the U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics. This issue brief examines institutional graduation rates reported at 200 percent of normal time, a time frame that corresponds to completing a bachelor’s degree in 8 years and an associate’s degree in 4 years. The report compares these rates with those reported at 150 percent and 100 percent of normal time for all nine institutional sectors.

College Graduation Rates

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Every Child a Graduate. Every Child Prepared for Life.