RAND's research on pre-K, K-12, and higher education covers issues such as assessment and accountability, choice-based and standards-based school reform, vocational training, and the value of arts education and policy in sustaining communities and promoting a well-rounded community.
Many factors contribute to a student's academic performance, but research suggests that, among school-related factors, teachers matter most. What's less clear is how to measure an individual teacher's effectiveness. A new RAND Education website features fact sheets, blog posts, research briefs, and more on this important issue.
Students who have experienced a traumatic event are at increased risk for academic, social, and emotional problems as a result of these experiences.
Through its positive influence on teachers' classroom practices and their students' learning, effective professional learning of teachers is an important condition for school improvement. The concept of dissonance between values and practice is a strong theme in the findings and for policy development.
We use a regression discontinuity design to analyze an understudied aspect of school accountability systems—how schools use financial rewards.
This study drew on data from a large, randomized trial of Cognitive Tutor Algebra (CTA) in high-poverty settings to investigate how mathematics curricula and classroom achievement related to teacher reports of time spent on inquiry-based and lecture-based mathematics activities.
UK higher education institutions have developed collaborative relationships with organizations outside the education sector for many years. RAND analyzed recent collaborations to provide recommendations on structuring leadership, management, and governance to effectively create and implement innovative relationships.
In this timely collection, leading education scholars challenge market-based models of school improvement and argue that merely holding teachers accountable for scores on end-of-the-year exams will not lead to educational improvement.
This study examined teacher roles in the implementation of a district-wide suicide prevention program through focus groups and interviews with middle school teachers, administrators, and other school personnel.
In 2007, New York City schools commenced a school-level pay-for-performance program for teachers and staff in about 200 schools. The authors found that the program didn't improve schools or student outcomes.
Nearly 40% of a nationally representative cohort of children started kindergarten with a BMI in the top quartile of the growth charts. This proportion increased significantly between 1st and 3rd grades but there was no further increase during middle school.
This article carries out a secondary data analysis to determine the frequency of anemia in different categories of body mass index (BMI) and the frequency in which obesity and anemia co-occurred in children between 2 and 18 years of age.
The purpose of this article is to bring together findings developed from the Schools and Continuing Professional Development in England – State of the Nation Study.
This paper argues that the extent to which vocational qualifications support valid inferences for different purposes remains largely unexplored.
Inclusionary zoning and economic integration in suburban neighborhoods not only reduces concentration of poverty, it directly improves low-income children's academic achievement.
The study relies on a survey of Ohio schools to ascertain information on vacancies for 2004-2005. The survey also collected information on principal perceptions of the impact of various school conditions and difficulty in hiring.
The extensive numbers of students with incomplete records and the tendency for those students to be lower-achieving presents a challenge for stakeholders attempting to develop or use value-added models in education.
The large cross-school variation in the cost of implementing Project CHOICE (a voluntary after-school prevention program for adolescents) highlights the importance of collecting cost information from multiple sites.
The article concludes that to understand teacher learning scholars must adopt methodological practices that focus on explanatory causality and the reciprocal influences of all three subsystems.
This study analyzed three different middle school mathematics formative assessment programs, examining how features of each program were associated with the information they provided to teachers and the manner in which teachers used the information.
In applying latent class analysis techniques, we identified multiple types of students who do not pursue college. One group of non-enrollees (27.6%) reports forgoing college because the economic barriers are too high – either because of college affordability or family financial responsibility.
In 2002, Qatar began implementing a standards-based K–12 reform built on four principles: autonomy, accountability, variety, and choice. Early data reveal more student-centered classroom practices and higher student achievement, but many challenges remain.