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Student achievement in reading, writing and English is higher among middle and high school students in response to skills their teachers possess. Researchers compare student performance in 25 schools, some of which demonstrated higher literacy achievement levels than their demographically comparable counterparts.
Each day, hundreds of math and science teachers throughout the United States stand before eager students to help them meet the high standards that states and schools have adopted. But how do teachers themselves deepen their own knowledge and skills?
Freedom of choice policy in course placement, though popular among educators as a means to promote greater equity within secondary schools, fails to eliminate other barriers to high-level courses, particularly for low-income students and students of color.
High school students substantially agree that inequity, freedom, and diversity are predominant themes in their images of America, according to new findings on the substance of students' knowledge and beliefs about the United States and its history.
National experts in the field of reading and literacy have found research evidence that challenges federal policy for making children eligible to receive some special education services.
In an analysis that includes qualitative research studies at four Chicago elementary schools and district-wide data, a DePaul University educator challenges current discussions of equity that frame Chicago school reforms and offers proposals to reconstruct urban education policy.
As school administrators seek to interpret and respond to the No Child Left Behind Act of 2001, three educational researchers take issue with its mandated annual progress requirement for the nation's public schools.
New, smaller high schools, created as part of a network of reform, achieve better academic performance and higher graduation rates among disadvantaged urban youth, according to a recent seven-year, longitudinal study in New York City.
A new study focuses on the glass ceiling--those artificial barriers to achievement often experienced by White women and racial minorities in the professional world.
Research shows that the alignment of standards and tests needs to be improved, according to data reported in the American Educational Research Association's new quarterly series connecting research to education policy.
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