The Elementary and Secondary Education Act (ESEA) could be reauthorized in 2011, and there is much discussion about the most-effective way to balance federal and state responsibilities for improving schools and how best to frame federal policy to promote this goal.
To improve schools, federal policymakers should consider state capacity, cost, and state politics and design policies that support more experimentation, evaluation, and dissemination of new knowledge while avoiding a one-size-fits-all approach.
How can the upcoming reauthorization of the Elementary and Secondary Education Act encourage states to expand their measures of school performance to address goals beyond just mathematics and English Language Arts?
Although the availability of No Child Left Behind public school choice and supplemental educational options continues to expand for students in underperforming schools, only a small percentage of eligible students participate in these programs.
One aim of the No Child Left Behind Act of 2001 is to allow children who attend underperforming schools to enroll in other schools or in supplemental education services. This report assesses the implementation of these options through 2006-2007.
One aim of the No Child Left Behind Act of 2001 is to allow children who attend underperforming schools to enroll in other schools or in supplemental education services. This report presents findings on the implementation of these options.
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. This report describes the progress that states have made in using NCLB provisions to improve teacher qualifications.
The No Child Left Behind Act provided the option to transfer students to higher-achieving schools or to enroll them in supplemental programs. This study examined the characteristics of participating students and the resulting impact on achievement.
Examines how the federal Migrant Education Program (MEP) is helping migrant students succeed in school and meet academically challenging standards, and whether states and districts are including migrant students in standards-based reforms.
There is a general lack of information on schools identified for improvement on a national basis. Using data from a large, nationally-representative study of Title I schools, this evaluation brief provides information regarding schools identified as in need of improvement under Title I.