In this Congressional panel briefing RAND researchers discuss the possible reauthorization of the Elementary and Secondary Education Act (ESEA)--how it will require several critical decisions about standards, assessments, reporting requirements, and school improvement initiatives.
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.
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.
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.
A key aim of the No Child Left Behind Act of 2001 (NCLB) is to provide school choice or supplemental educational services to predominantly low-income parents whose children are attending Title I schools identified for improvement, but in recent years only a small fraction of families have taken advantage 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. Most teachers meet their states requirements, but it is uncertain if some states' standards are sufficiently high.
This research brief summarizes an analysis of the two educational options provided under the No Child Left Behind Act to students in Title I schools that are identified for improvement: school choice and supplemental educational services.
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.