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.
If this issue were to be decided on the basis of public health benefits, the outcome would be clear: Condoms indisputably prevent both unintended pregnancies and the spread of sexually transmitted infections, writes Chloe Bird.
If we want testing to exert beneficial effects on teaching and learning, we need to advocate for higher-quality tests and for evaluation and accountability systems that use multiple measures and do not rely exclusively on test scores, write Laura Hamilton and Gabriella C. Gonzalez.
In India, perhaps if the funds that are needed are put in with the help of philanthropists like Shiv Nadar, Azim Premji or Rajendra Pawar, it may be possible to build world class universities, writes Rafiq Dossani.
Federal and state initiatives to advance preschool program quality will further ensure that these investments in early learning programs will achieve their full promise and promote healthy child development — physically, socially, emotionally, and academically, writes Lynn Karoly.
High-quality early childhood interventions can improve academic achievement, reduce crime and delinquency, and enhance future labor market success, but the operative word is "high quality," says Brian Stecher.
High-end collectors and cultural-heritage abusers alike would benefit from a boost in cultural intelligence, or “CQ,” to grasp the interrelation of art, culture, economic development, and human rights, writes Erik Nemeth.
An optimal approach to strategically expanding access to early childhood programs is one that helps states and communities identify evidence-based approaches that address their particular needs, within the context of their characteristics, writes M. Rebecca Kilburn.
Structured observation protocols for assessing how teachers provide lessons to their students offer the opportunity to provide teachers with valuable feedback on how their practices could be improved, writes Terrance Dean Savitsky.
President Obama's task force on gun violence has raised the stakes in the policy debate on gun control and policy in the wake of the recent shootings in Colorado and Connecticut. Some of RAND's top researchers share what is, and what isn't, known about firearms and gun control.
Research is starting to demonstrate that teaching, like all professions, is something that can be learned, continuously improved upon, and subject to the conditions under which it occurs, writes V. Darleen Opfer.
The 11th anniversary of No Child Left Behind presents an opportunity to consider what the evidence tells us about how to make the bill more effective.
An accurate combined measure of teacher effectiveness would be the gold standard to capture and communicate information about the quality of educators. While the challenges to building such a measure are significant, research can help guide the way.
While “No Child Left Behind” aims to improve schools, Congress can improve the law. Flexibility and capacity are crucial, particularly for struggling schools, writes Brian Stecher.
Art Kellermann reviews what is known from broad outlines of the Newtown attack and past research on gun violence to offer some preliminary thoughts to the Obama Administration's task force and the public.
The United States has long relied on public health science to improve the safety, health, and lives of its citizens. Perhaps the same straightforward, problem-solving approach that worked well in other circumstances can help the nation meet the challenge of firearm violence, writes Arthur Kellermann.
Five states are experimenting with adding a substantial amount of time to the school year in some schools. This policy initiative holds promise, says Jennifer McCombs.
Museum directors and owners of private collections can wait to be challenged on the provenance of artifacts of foreign cultural heritage—or realize an opportunity for strengthening relations with the source nation, writes Erik Nemeth.
If Hurricane Sandy causes extensive disruptions in public schools—particularly in hard-hit New York City—our research shows that choices made by parents and policymakers could significantly limit the negative short-term effects of changing schools under such difficult circumstances, writes John Pane.
Despite widespread agreement among parents, educators, employers and policymakers worldwide that students need skills like critical thinking, problem solving, teamwork and creativity, these skills are stubbornly difficult to teach and learn, write Anna R. Saavedra and V. Darleen Opfer.
Many countries have long traditions of full or partial government funding for higher education, but as they struggle with fiscal pressures, they seek ways to shift costs to users. Implementing greater cost sharing without coherent policies to mitigate its impact on students and institutions threatens to worsen both student access and institutional quality.