The evaluator finds that New Jersey GEAR UP is an outstanding example of student focused academic development, providing low income and disadvantaged middle school through high school cohorts the skills, knowledge and individual self confidence and aspiration that leads to postsecondary academic success.New Jersey GEAR UP: has met, or nearly met,…

The purpose of the federally funded Title I program is to help disadvantaged students meet the same high academic standards expected of all children. The most recent reauthorization of the Elementary and Secondary Education Act (ESEA) is the No Child Left Behind Act of 2001. This education bill was enacted on January 8, 2002 and has established…

Child Care, Inc. publishes the Primer every two years to provide comprehensive information on child care, Head Start, and UPK services in New York City. The following sections are included in this report: (1) Demographics: New York City's Children and Families; (2) Enrollment in Publicly Supported Child Care and Early Education Programs; (3)…

This guide provides information on the following resources available to the homeless in Iowa: (1) Funding Sources for School District Programs Serving Homeless Students; (2) Local Educational Liaison for Homeless Children and Youth; (3) Homeless Advisory Committee; (4) Identification, Counting, and Maintaining Data at the Local School District…

This book offers practical principles and programs for establishing "youth-adult partnerships" to bridge the generation gap and prepare youth for a future free of unnecessary risk. Following an introduction titled "Diversity as Strength in Partnerships: Collective Responses to Complex Problems" by Robert Warkentin and Dan Rea, the papers are: (1)…

In the 1990s, the Campaign for Fiscal Equity, Inc. (CFE), filed a lawsuit against New York State on behalf of New York City students, charging that the state unconstitutionally underfunded city schools. In 2003, the Court of Appeals held that the state funding system must be reformed to ensure that every school in New York City has sufficient…

Texas has apparently achieved great success in closing the gap between advantaged and disadvantaged students, at least in the lower grades. Texas students in all grades have made substantial gains on the Texas Assessment of Academic Skills (TAAS). The effect of TAAS-type accountability on student performance in the higher grades is important,…

The NCLB teacher-quality provisions are driven by research that documents the importance of teacher quality on student achievement and in closing achievement gaps. Indeed based on findings such as those indicating that (1) minority and low income students are disproportionately taught by under qualified school teachers; and (2) disadvantaged…

This brief is based on the 61-page report of the same name. This paper, commissioned by the Brookings Institution, studies the emergence of the mixed delivery model, in which pre-kindergarten is delivered in community-based settings and schools. It describes findings of a state survey CLASP conducted to understand the policy choices,…

Even in early grades, a large gap in skills exists between students from economically advantaged and disadvantaged families. Evidence suggests that a substantial share of this skills gap emerges during the summer months, when school is not in session. Children from disadvantaged families experience greater losses in skills during summer vacations…

This report examines the efficacy of the Boston Pilot Schools, an innovative model of urban schools created to promote innovation and increased choice options within the Boston school district. The report uses school and district level data to examine student demographics, achievement, and engagement at the 11 Pilot Schools that were in operation…

This study of three female preservice teachers who took part in a practicum teaching experience in Mexico focused on what the students learned, how they met the challenges of the experience, and how the experience affected their personal and professional lives later. This qualitative study used interviews with each student and observation field…

In 1997, all high schools in the largest school district in Colorado were invited to participate in a study of whether students who participated in school-sponsored activities were different from nonparticipants with respect to grade point averages (GPAs) and school attendance. The project also studied differences in these areas for gender,…

This report provides policymakers with detailed information on the characteristics of California's teachers. Information comes from state-collected teacher workforce data and a series of case studies conducted in schools and districts statewide in 2000 and 2001. Overall, low achieving, poor, and minority students are much more likely to have…

This testimony by the co-director of the Civil Rights Project at Harvard University, Christopher Edley, examines the U.S. Department of Education's (DOE's) early implementation efforts regarding the No Child Left Behind Act of 2002 (NCLB), recommending actions that the DOE should take to ensure that states, districts, and schools understand and…