RAND Education News Archive 2006

Report

Can Full-Day Kindergarten Enhance Student Achievement? — Dec 13, 2006

Recent research shows that large gaps exist, even before children enter kindergarten, in their school readiness. To address these differences, some advocate full-day kindergarten. However, findings suggest that such programs may not enhance achievement in the long term.

• Full Document
• Research Brief

Report

Many Louisiana Students Displaced by Hurricanes May Suffer Academically — Nov 29, 2006

The vast majority of the 200,000 Louisiana students displaced from their public schools by Hurricanes Katrina and Rita missed weeks or more of school, and most did not return to their original schools by the end of the 2005-06 school year. As a result, many may experience long-term academic problems.

• Full Document
• News Release
• Research Brief

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Making Sense of Data-Driven Decision Making in Education — Nov 27, 2006

Data-driven decision making, applied to student achievement testing data, is a central focus of many school and district reform efforts. Yet many unanswered questions remain about the use of data to inform decisions and the effects on student achievement.

• Full Document

Research Brief

Does Reform-Oriented Teaching Make a Difference? — Nov 14, 2006

A three-year study finds that students who had been exposed to more reform-oriented teaching performed slightly better in both math and science than those who had experienced less. Evidence also suggests that reform-oriented teaching may help improve students' problem-solving skills.

• Research Brief
• Related Report

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Most Schools Fail to Fully Adopt Reform Models for Boosting Student Achievement — Nov 9, 2006

Schools that embrace comprehensive reform models designed to improve student achievement frequently do not fully adopt all recommended practices. The reason most often cited was a shortage of support for needed improvements and investments such as teacher training.

• Full Document
• News Release
• Research Brief

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Improving Mathematics and Science Education — Sep 25, 2006

A multiyear, National Science Foundation-funded study found weak positive associations between reform-oriented mathematics and science instruction and achievement. Encouraging teachers to adopt such instruction is unlikely to be an effective strategy for promoting large and rapid student improvement.

• Full Document
• Research Brief

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Strategies for Building Support for State Arts Agencies — Aug 7, 2006

State arts agencies have contributed to a nationwide flourishing of professional artists and art organizations. Those agencies seeking increased state government support for the arts should strengthen their relationships with elected officials and raise their profile with the public.

• Full Document
• News Release
• Research Brief

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Estimating High School Graduation and Dropout Rates — Jul 12, 2006

Using a new measuring technique, a RAND study estimates that 64 percent of public high school students in Pittsburgh graduate within five years — compared with a 74 percent graduation rate estimated by the state of Pennsylvania.

• Full Document
• News Release

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Improving the Achievement of Tennessee Students — Jun 13, 2006

The scores of Tennessee students on standard achievement tests are below the national average. To help improve performance, the state should lower class sizes in the elementary grades, raise the proportion of children in public pre-kindergarten programs, and more.

• Full Document

Report

Assessing the Performance of Charter Schools — Feb 21, 2006

Charter schools in California generally perform on par with traditional public schools despite receiving fewer resources. However, they have not closed the achievement gaps for minorities or had the expected competitive effects on traditional schools.

• Full Document