2013-04-14T14:27:19Z Copyright (c) 2013, The RAND Corporation RAND Corporation http://www.rand.org/about/people/m/mccombs_jennifer_sloan.html http://www.rand.org/pubs/external_publications/EP20010063.html 2001-01-01T00:00:00Z 2001-01-01T00:00:00Z

There is a general lack of information on schools identified for improvement on a national basis. Using data from a large, nationally-representative study of Title I schools, this evaluation brief provides information regarding schools identified as in need of improvement under Title I.

http://www.rand.org/pubs/external_publications/EP20100058.html 2010-01-01T00:00:00Z 2010-01-01T00:00:00Z

This article examines the convergence of two popular school improvement policies: instructional coaching and data-driven decision making (DDDM). Drawing on a mixed methods study of a statewide reading coach program in Florida middle schools, the article examines how coaches support DDDM and how this support relates to student and teacher outcomes.

http://www.rand.org/pubs/research_briefs/RB9374.html 2008-08-15T05:18:00Z 2008-08-15T05:18:00Z

This research brief reports the results of a study examining the implementation and effectiveness of a middle school reading coach program in Florida.

http://www.rand.org/pubs/external_publications/EP201000117.html 2010-01-01T00:00:00Z 2010-01-01T00:00:00Z

Although reading coaches are increasingly prevalent in schools nationwide, empirical evidence for their effects on student achievement is scarce. This article helps to address this gap by conducting an evaluation of a statewide reading coach program in Florida middle schools.

http://www.rand.org/pubs/reprints/RP1332.html 2008-02-25T09:18:00Z 2008-02-25T09:18:00Z

One aim of the No Child Left Behind Act of 2001 is to allow children who attend underperforming schools to enroll in other schools or in supplemental education services. This report presents findings on the implementation of these options.

http://www.rand.org/pubs/external_publications/EP20020903.html 2002-01-01T00:00:00Z 2002-01-01T00:00:00Z

http://www.rand.org/pubs/monographs/MG967.html 2011-02-18T07:30:00Z 2011-02-18T07:30:00Z

Lessons learned in the civilian and government sectors hold importance for transforming the way in which the Military Health System identifies and develops health care officers with high leadership potential for senior executive positions.

http://www.rand.org/pubs/research_briefs/RB9542.html 2011-02-18T07:30:00Z 2011-02-18T07:30:00Z

The Military Health System faces a range of challenges, and effective leadership is key to meeting them. Approaches used by other organizations could guide improvements in how military health care leaders are selected, developed, and incentivized.

http://www.rand.org/pubs/working_papers/WR154.html 2005-09-16T07:01:00Z 2005-09-16T07:01:00Z

A key assumption underlying the No Child Left Behind Act is that districts have the capacity and the knowledge to help schools improve. The authors use data from a national longitudinal survey of Title I schools to shed light on the validity of this ...

http://www.rand.org/pubs/working_papers/WR376-1.html 2006-08-18T11:31:00Z 2006-08-18T11:31:00Z

Using survey and school site visit data from three states, this study assesses whether educators understand and support the standards-based accountability model that is required under the No Child Left Behind Act.

http://www.rand.org/pubs/working_papers/WR376.html 2006-07-20T16:30:00Z 2006-07-20T16:30:00Z

Using survey and school site visit data from three states, this study assesses whether educators understand and support the standards-based accountability model that is required under the No Child Left Behind Act.

http://www.rand.org/pubs/working_papers/WR278.html 2005-07-25T12:48:00Z 2005-07-25T12:48:00Z

Implementing Teachers for a New Era: Some Promising Indicators of Change

http://www.rand.org/pubs/technical_reports/TR180.html 2004-12-13T08:41:00Z 2004-12-13T08:41:00Z

Examines performance of adolescents (grades 4 through 12) on states’ reading or English language arts and writing assessments and on the National Assessment of Educational Progress, and documents the content, format, and performance levels of those assessments and the kinds of skills and competencies states were emphasizing to achieve goals for adolescent literacy.

http://www.rand.org/pubs/technical_reports/TR149.html 2004-12-13T08:41:00Z 2004-12-13T08:41:00Z

Presents first year findings from an evaluation of teacher education reform at four institutions under the Teachers for a New Era initiative.

http://www.rand.org/pubs/technical_reports/TR180-1.html 2005-09-16T08:02:00Z 2005-09-16T08:02:00Z

Examines performance of adolescents (grades 4 through 12) on states' reading or English language arts and writing assessments and on the National Assessment of Educational Progress, and documents the content, format, and performance levels of those assessments.

http://www.rand.org/pubs/working_papers/WR256.html 2005-04-20T13:44:00Z 2005-04-20T13:44:00Z

http://www.rand.org/pubs/research_briefs/RB9259.html 2007-05-15T10:44:00Z 2007-05-15T10:44:00Z

This research brief documents how educators in California, Georgia, and Pennsylvania have responded to the standards-based accountability requirements of the No Child Left Behind Act of 2001.

http://www.rand.org/pubs/research_briefs/RB9188.html 2006-07-19T16:48:00Z 2006-07-19T16:48:00Z

This research brief summarizes a RAND Corporation study of Teachers for a New Era (TNE), an ambitious teacher-education reform effort in place in 11 U.S. institutions of higher learning, and the TNE sites' progress in implementing the initiative.

http://www.rand.org/pubs/research_briefs/RB9380.html 2008-11-02T16:20:00Z 2008-11-02T16:20:00Z

This research brief discusses California, Georgia, and Pennsylvania's implementation of the standards-based accountability systems required by the No Child Left Behind Act of 2001, presenting the views of teachers and administrators in these states.

http://www.rand.org/pubs/research_briefs/RB9334.html 2008-03-27T05:03:00Z 2008-03-27T05:03:00Z

This research brief summarizes the progress that has been made in implementing the school choice and supplemental educational services options of the No Child Left Behind Act of 2001.