The quality of the teaching force in our public schools has received great attention as one of the approaches to improve student performance, as there exists ample evidence that teacher quality matters for student achievement (see McCaffrey et al., 2004 for a review on this literature). Rivkin, Hanushek, and Kain (2005) find large differences…

This report is an updated version of analyses undertaken in previous years (Gill and Crawford, 2016; Gill, 2017; Gill, 2018) looking at the impact of the introduction of new accountability measures (Progress 8) on the qualifications and subjects taken by students at the end of Key Stage 4 (KS4). The focus of this report is on changes to the uptake…

Academic achievement in American high schools is increasingly defined in terms of quantifiable values. Despite being designed to produce favorable data, explicit standardized-test preparation has an insignificant impact on scores and is counterproductive to the cultivation of attributes necessary for success in higher education and effective civic…

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency…

The 2018 Michigan Public High School Context and Performance Report Card is the fourth edition in a series of analyses designed to measure high school performance. The first report was published in 2012 (ED541512) and was followed by analyses in 2014 (ED560065) and 2016 (ED588530). This report is a school-level assessment of academic performance…

Idaho uses the English Language Arts and Mathematics tests from the Smarter Balanced Assessment Consortium (SBAC) for the Idaho Standard Achievement Tests. ISAT results have been reported almost exclusively as "percent proficient or above" statistics (i.e., the percentage of Idaho students who performed at the "A" level). This…

This publication marks the fourth edition of the Context and Performance (CAP) Report Card for Michigan elementary and middle schools, published every two years since 2013. The goal is to compare Michigan schools' relative performance by factoring in the role student poverty plays in affecting academic achievement. The CAP Report Card uses…

The State of Texas makes provision for students to be enrolled in career and technical education (CTE) courses including dual credit courses that would prepare them for occupations identified by local businesses to be in high demand. Knowledge of labor market projections is essential in the design of CTE programs of study (Houston ISD, 2018). CTE…

The "Principal Retention Patterns in Arizona, Nevada, and Utah" study examined principal retention rates in Arizona, Nevada, and Utah. The study sought to understand principal retention patterns in these states, so that their new statewide leadership support initiatives could identify areas where support could be most effective.…

The full study to these appendixes used administrative records on undergraduate teacher candidates provided by the Louisiana Department of Education to compare the outcomes between similar teachers who completed programs that had implemented Believe and Prepare and teachers who completed programs that had not implemented it. This document presents…

Sistema COC is a learning system for Brazilian private school students attending kindergarten through 12th grade. Its mission is to prepare students for assessments administered by the National Institute for Educational Studies and Research (INEP) of the Brazilian Ministry of Education. The most important of these assessments is the Exame Nacional…

Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education (USDE) has supported human capital strategies "to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject…

The purpose of this study was to assess the effectiveness of Uncommon Schools in a turnaround setting. Uncommon was awarded a 2016 grant from the U.S. Department of Education's Investing in Innovation Fund (i3) to support TurnNJ, a project intended to support Uncommon's whole-school turnaround efforts in Camden and Newark, New Jersey. The study…

The Illinois State Board of Education (ISBE) is committed to the cognitive, linguistic, and socio-emotional development of all children in Illinois. ISBE's Multilingual Department is focused on ensuring that students with diverse linguistic repertoires and those who may benefit from additional support have equitable access to academic instruction…

The Houston Independent School District offers two different English as a Second Language (ESL) programs for language minority students. One of these is a Content-Based ESL program where ESL methodology is used to deliver English instruction across a variety of subject areas. The second is a Pullout ESL program where students attend special…