After five years of effort, states have implemented most of the test-based accountability requirements of the No Child Left Behind Act (NCLB) of 2001, and now must focus their efforts on improving poor-performing schools that have been identified.
A central goal of the No Child Left Behind Act of 2001 (NCLB) is to ensure that every child is taught by a highly qualified teacher. Most teachers meet their states requirements, but it is uncertain if some states' standards are sufficiently high.
Vouchers and charter schools are two of the most prominent and far-reaching forms of family-choice policies currently in evidence in the nation's schools. An updated version of the report Rhetoric Versus Reality takes a detailed look at what is known about the effects of school choice.
How are educators responding to the standards-based accountability provisions in the No Child Left Behind (NLCB) Act? A review of three states representing different approaches, regions, and student populations helps answers this question.
The arts in L.A. are booming. But the city, major players, the public, and the arts sector lack a shared vision for realizing its full potential. On October 5, 2006, RAND hosted a Policy Forum to guide strategic thinking about the future of the arts in Los Angeles.
In only a few years, the State of Qatar has successfully implemented a bold redesign of its K-12 education system, incorporating school autonomy, variety in curriculum, parental choice and accountability measures.
Academic improvement among students attending Philadelphia public schools managed by private operators kept pace, but did not exceed, the achievement gains of students in the rest of the district in the past four years.