Morocco launched Vision 2015-2030 to make schooling fair and high quality, yet many goals remain unfinished ten years later. This study compares the promises of Vision 2030 with the real situation in 2024. It uses qualitative document review and secondary data from UNESCO, the World Bank, the Moroccan Ministry of Education, and the 2018 PISA file.…

The evolving educational landscape of our students' needs post-Covid has highlighted that student response to intervention must be of concern to all educators. Our student population has experienced an event that is like no other in our shared educational histories and our response to the aftermath of this event and how we assist students who are…

There is a significant lack of students in Tennessee who are reading at a proficient level. According to the 2019 National Assessment of Educational Progress (NAEP) reading assessment data, nationally only 37% of fourth grade students are reading at a proficient level. Specifically, in the state of Tennessee, only 35% of fourth graders scored in…

The disappointing results of the 2019 National Assessment of Educational Progress--a dip in trajectory of reading proficiency for all students except those at the highest level of ability--are prompting states to consider new reading-related policies and actions. In "State Policy Levers for Improving Literacy," Barbara Foorman describes…

Improving reading instruction is one of the hottest topics in K-12 education today. It is also one of the most complex, encompassing pedagogy, policy, and politics -- all rooted in a long history of arguments about the best way to teach kids to read. This analysis is a primer on the "Science of Reading" and efforts to implement it across…

Policymakers have long sought to raise expectations for students through standards-based reform. I examine the extent to which the Common Core State Content Standards (CC) affected student achievement and the size of achievement gaps. I merge together data on preparation for and implementation of the CC with the National Assessment of Educational…

The Texas Afterschool Centers on Education is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Austin Cycle 9 program is composed of a compilation of activities at 10 AISD campuses that provide a comprehensive range of high quality and…

This article contrasts policy intent and policy implementation in school autonomy and accountability. The analysis uses a conceptual framework based on the interaction between school autonomy, student assessment, and accountability as elements of a closed system. The article analyzes the implementation of school autonomy and accountability policy,…

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in…

Response to Intervention (RtI) is a framework for collecting and using data to match students to interventions of varying intensity. This study examines the implementation of RtI in Grade 1-3 reading in 13 states during the 2011-12 school year, focusing on 146 schools that were experienced with RtI. Full implementation of the RtI framework in…

States that received federal waivers to the No Child Left Behind (NCLB) Act were required to implement reforms in designated "Focus Schools" that contribute to achievement gaps. In this study, we examine the performance effects of such "differentiated accountability" reforms in the state of Louisiana. The Focus School reforms…

School districts are spending millions on tutoring outside regular school day hours for economically and academically disadvantaged students in need of extra academic assistance. Under No Child Left Behind (NCLB), parents of children in persistently low-performing schools were allowed to choose their child's tutoring provider, and together with…

Since the 2012/13 school year Florida law has required the 100 lowest performing elementary schools in reading to extend the school day by one hour to provide supplemental reading instruction. In 2014 the law was broadened to include the 300 elementary schools with the lowest reading performance. A previous study of the state's first two cohorts…

This study reports on an evaluation of the "Reading Partners" program, which uses community volunteers to provide one-on-one tutoring to struggling readers in underresourced elementary schools. Established in 1999 in East Menlo Park, California, the mission of "Reading Partners" is to help children become lifelong readers by…

This quantitative, causal-comparative study examined the reading achievement of third grade students to ascertain the reading health of elementary students as measured through South Carolina's standardized assessment, the Palmetto Assessment of State Standards (PASS). The purpose of this study was to determine if there was a significant difference…