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.
This chapter discusses educational politics and policy process research and illustrates the ways research can utilize a transdisciplinary approach to address educational concerns of equity, efficiency, student learning, and educational outcomes.
This chapter presents evidence on the impact of a voucher program implemented in 1991 in Colombia. Specifically, the analysis is centered on the mechanism by which the program increased learning outcomes.
There is an intricate connection between what Pakistan needs and what the US needs.
Working for pay is associated with substance use and delinquency among older adolescents, although information is scant about younger youth who work. This study investigates associations between self-reports of having a job and substance use and delinquent behaviors in a sample of U.S. 5th graders.
In this study the authors use data from the Early Childhood Longitudinal Survey third- and fifth-grade samples to investigate teacher judgments of student achievement and other measures.
This chapter examines the history and role of Education Management Organizations (EMOs) in the United States, focusing on two prominent cases: Edison Schools, the largest EMO the country has seen; and Philadelphia, which became the site of the nation's largest experiment in private management of public schools in the wake of a state takeover of the district in 2002.
Outlines the challenges and requirements for a thorough qualitative and quantitative evaluation of a pilot for Operation Public Education (OPE).
Qatar-a small, natural-resource-rich country in the Persian Gulf-has embarked on an ambitious, comprehensive effort to upgrade its educational institutions.
This article develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels.
Describes lessons learned from developing and pilot testing a middle school-based obesity prevention intervention using Community-based participatory research (CBPR) in Los Angeles, California.
Young people making the transition from school to work in the twenty-first century in the United States and other developed economies can be expected to face a very different world of work than their parents' generation.
The aim of this study was to examine racial/ethnic differences in fifth grade children's mental health care utilization.
The aim of the study was to uncover early childhood educators' beliefs about how to best work with children getting ready for kindergarten.
To understand the implementation and effects of school-based literacy or reading coaching, researchers surveyed principals, coaches, and reading and social studies teachers in 113 middle schools in eight large Florida school districts.
The authors use unique data to estimate the determinants of cognitive ability among 14-17-year olds in Senegal. Closing the schooling gaps between poor and wealthy children will also close most of the gap in cognitive skills between these groups.
The authors sought to describe the prevalence, characteristics, and mental health problems of children who experience perceived racial/ethnic discrimination.
The authors explored the level of violence exposure and trauma symptoms in Latino youth and the relationship of these factors with English language fluency.
This study describes preliminary data from a pilot study of a new program, Support for Students Exposed to Trauma, adapted from the Cognitive Behavioral Intervention for Trauma in Schools program.
This article examines data from 2,575 high school students who participated in a teen-dating violence intervention study. The majority of participants were Latino (91%), and the sample was nearly evenly split with respect to gender (51% female). Items from two scales (boy-on-girl violence; girl-on-boy violence) reflecting teens' attitudes about dating violence were calibrated with the graded item response theory (IRT) model and evaluated for differential item functioning (DIF) by gender. Results support the use of IRT scores that account for DIF to minimize measurement error and improve inferences about gender differences in attitudes about dating violence