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.
The authors use data from the Universal Preschool Child Outcomes Study (UPCOS) to examine the association between classroom quality and prekindergarten children's progress from fall to spring on a range of cognitive and socio-emotional measures.
Lynn Karoly and Gabriella Gonzalez examine the current role of and future potential for early care and education (ECE) programs in promoting healthy development for immigrant children.
This project developed and designed Students for Nutrition and eXercise (SNaX), an intervention aimed at translating school obesity-prevention policies into practice with peer advocacy of healthy eating and school cafeteria changes.
This article provides the first analysis aimed at reducing the family-specific omitted variable bias pertaining to measures of absences in their influence on standardized testing achievement. It does so by employing a model of family fixed effects on a longitudinal sample of siblings within the same household in a large urban school district over six years of observations.
Results from a structural equation modeling process of 1126 teacher survey responses show that teachers bring an internal, external and collaborative orientation to their professional learning.
The analysis indicates that while the professional development of teachers in England is generally ineffectual and lacks school level systems and supports, the professional development and supports for professional learning by teachers in high performing schools display many of the characteristics associated with effective professional learning.
The authors developed a "generalized persistence" (GP) model, a Bayesian multivariate model for estimating teacher effects that accommodates longitudinal data that are not vertically scaled by allowing less than perfect correlation of a teacher's effects across test administrations.
This paper examines auction sales of African tribal art for the continent as a whole and by individual nations of origin.
This paper defines a framework for the collection of cultural intelligence as a fundamental asset in countering threats to cultural security.
The Coburn and Turner framework provides a useful way to think about the conditions that should be in place to promote effective data use with and by students.
We investigate how much value college enrollment adds to students' critical thinking, problem-solving and communication skills, and the role college inputs play in developing these competencies, using data from a 2009 collegiate assessment pilot study in Colombia.
While reading and numeracy best represent overall literacy, patients' relative strengths may vary. Effective communication with patients should rely on both oral exchange and written health information, and not rely on a single literacy skill.
The authors assemble the first comprehensive, national, school-level dataset concerning detailed performance measures used to calculate Adequate Yearly Progress (AYP).
UK higher education institutions (HEIs) have been developing collaborative relationships with organisations outside the education sector for many generations. However, the scale and range of these activities have changed significantly. RAND Europe and the LFHE have analysed recent collaborations of this kind to provide insight and recommendations on how to structure leadership, management and governance in order to effectively set up and implement emerging innovative relationships.
The paper also explores the barriers to access to high quality CPD that exist for teachers at both the individual and school levels. Data for the analyses presented were collected as part of the nationally representative, "Schools and Continuing Professional Development in England--State of the Nation" research study which was funded by the Training and Development Agency for Schools (TDA).
By and large, students of teachers randomly given eligibility for bonuses did not outperform students whose teachers were not eligible for bonuses. This and other findings have significant implications for education policy.
This paper examines the impact of a gifted program on retention in an urban school district using a regression discontinuity design.