Oct 21, 2016
Graduation rates among U.S. high schoolers have risen for the fourth straight year. Which reforms are making a difference? And who, or what, should get credit?
This page offers an easy way for policymakers to access education research and analysis that is relevant to current Congressional agendas. For additional information, to request documents, or to arrange a briefing, contact the RAND Office of Congressional Relations at email@example.com or (703) 413-1100 x5395.
RAND periodically sends alerts and newsletters to update Congress on highlights of recent work about education.
Testimony submitted before the House Committee on Veterans' Affairs, Subcommittee on Economic Opportunity on May 16, 2012.
Testimony presented before the Council of the District of Columbia, Committee of the Whole on February 16, 2012.
Testimony presented to the California Select Committee on the Master Plan for Education.
Testimony presented to the California Little Hoover Commission.
Testimony presented before the California State Senate Education Committee.
Testimony presented to the California State Assembly Select Committee on School Safety.
Testimony presented to the Education Task Force, Budget Committee, U.S. House of Representatives.
RAND's evaluation of Jordan's Emergency Education Response Programme for Syrian refugee children identified significant successes and longer-term challenges. Key recommendations related to developing medium-term thinking and targeting gendered needs.
Reports results of a survey to assess the impact of state investments in mental health programs at California public colleges and the return on investment in terms of student use of treatment, graduation rates, and lifetime earnings.
This brief summarizes the results of analysis of the applicant scoring systems that the U.S. Military Academy and U.S. Air Force Academy use for admission.
Teachers in two-way dual-language immersion classrooms consistently implemented key instructional practices targeted by the school district. Teachers strongly adhered to guidelines on language use. Students were less consistent in their language use.
This brief summarizes the outcomes of two summers of voluntary academic programming (2013 and 2014) on 3,192 low-income urban students accepted into the programs who had completed third grade before the first summer.