RAND Education News Archive 2006

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  • 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.

  • 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.

  • Report

    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.

  • 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.

  • Report

    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.

  • Report

    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.

  • Report

    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.

  • Draft

    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.

  • Report

    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.

  • 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.