The Office of Civil Rights (2001) and the No Child Left Behind Act of 2001 (Antunez, 2003) mandate that language proficiency and academic achievement be measured in order to provide equal educational opportunities to English language learners and have an accountability system for their language and academic growth. The Cognitive Academic Language…

Information literacy has become an important skill for undergraduate students due to societal changes that have seen information become a valuable commodity, the need for graduates to become lifelong learners, and the recognition that information literacy is an underpinning generic skill for effective learning in higher education. This paper…

This paper examines changing research practices in the digital environment and draws out implications for research evaluation and the development of research infrastructure. Reviews of the literature, quantitative indicators of research activities and our own field research in Australia suggest that a new mode of knowledge production is emerging,…

This qualitative case study reports on processes and outcomes of the National Science Foundation (NSF)-funded System-Wide Change for All Learners and Educators (SCALE) project at the California State University, Northridge (CSUN). It addresses a critical challenge in studying systemic reform in complex organizations: the lack of methodologies that…

A main goal of the No Child Left Behind Act (NCLB) is to close gaps in test scores between different groups of students while raising achievement for all groups. Of particular concern are the persistent achievement gaps between African American, Latino, and Native American students and their white and Asian counterparts, and between students from…

This year the Center on Education Policy (CEP) analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps…

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

New Jersey After 3 (NJ After 3) is a private, nonprofit organization whose mission is to expand and improve afterschool opportunities for New Jersey's youth. Using both public and private resources, it supports a network of youth-service providers that deliver afterschool services based on NJ After 3's program model. Under an agreement with NJ…

The future of gifted education is discussed in this symposium report, which contains the edited presentations of six national consultants and the ensuing discussion among the panelists. The consultants addressed the significance of a report of the U.S. Department of Education entitled "National Excellence: A Case for Developing America's…

Texas' and Oregon's experiences in building a performance measurement and reporting information system (PMRIS) for their adult literacy programs were compared. The Oregon PMRIS development effort was a multiyear project involving 10 programs and calling for collection/reporting of data regarding 10 of 272 benchmarks recommended by the Oregon…

The Peer Assisted Learning (PAL) Project at American River College (ARC) in Sacramento, California, was developed to improve retention rates among underrepresented students in math and science classes with high dropout rates. The project involved a group of 24 paid student Learning Assistants (LA's) who successfully completed the targeted courses…

This handbook is designed to serve as a guide for vocational resource educators (VREs) in Missouri. It contains basic information that is helpful to VREs as they work with students with disabilities in vocational education programs. It begins with a discussion of the role of the VRE, a nonteaching position. The following section summarizes…

This collection of statistical data on school library media programs is designed to assist local educational agencies in examining their library media collections and staff according to the recommendations in "Standards for School Library Media Programs in Maryland." Information on library media centers in nonpublic schools and…

The partial immersion program at Key Elementary School (Arlington, Virginia), where half the day is taught in English and half in Spanish, continued to be successful in its eighth year. Reasons for success include: dedication and in-depth understanding of immersion philosophy among principal, coordinator, teachers, and staff; innovations in both…

The Strategic Planning Evaluation of Curriculum Assessment of Performance (SPECAP) project was designed by Texas Tech University to assess the implementation of programs by 25 tech prep consortia in Texas. This report describes the most effective tech prep practices discovered by SPECAP through analyses of consortia planning and implementation…