Publications

RAND Education's most recent research briefs, external publications, and reports are listed below. For a complete list of RAND Education publications, go to Books and Publications or do a document search. Many of them can be viewed online or downloaded in PDF format.

  • High-Quality Early Childhood Programs Require High-Quality Teachers

    Apr 8, 2013

    While high-quality early childhood programs can have a dramatic effect on academic achievement and childhood development, federal policymakers must be careful not to expand early childhood education programs faster than an adequate number of qualified teachers can be prepared, credentialed, and recruited.

  • Performance-Based Incentives for School Principals

    Oct 18, 2012

    In 2007, the Pittsburgh Public Schools implemented reforms to improve school leadership in the district, which included the Pittsburgh Principal Incentive Program (PPIP). PPIP provides principals with capacity-building interventions: professional development focused on leadership, feedback and coaching from their supervisors, and bonuses.

  • Looking Beyond the 2012 U.S. Election

    Oct 3, 2012

    As the U.S. presidential election draws to a close, there is increasing demand for simple answers to complex questions, immediate solutions to entrenched challenges, and ten-second sound bites to sum it all up. RAND has always focused on big, long-term, core public policy issues and has cultivated the farsighted perspectives required to address those issues.

  • Is Inclusionary Zoning Inclusionary?

    Jul 9, 2012

    Inclusionary Zoning (IZ) policies require that a proportion of units in market-rate residential developments are made affordable to lower-income households in exchange for development rights or zoning variances. IZ programs provide greater access to low-poverty neighborhoods, which are often correlated with high-performing schools.

  • Can Summer Learning Programs Prevent Skill and Knowledge Loss?

    Jun 21, 2012

    When kids go on summer vacation, their knowledge and skills suffer, with their performance dropping off, on average, one month from where they were when they left school in the spring. Such losses do not affect all kids equally, having the greatest effect on low-income students.

Corporate Publications