The RAND Corporation to examined adolescents' literacy achievement across the nation. The results of that achievement provide a sobering portrait of where adolescents stand relative to state and national literacy goals.
Examines performance of adolescents (grades 4 through 12) on states' reading or English language arts and writing assessments and on the National Assessment of Educational Progress, and documents the content, format, and performance levels of those assessments.
To succeed in school, a child’s ethnic background and immigrant status are not important. Education level of a child’s mother and neighborhood poverty best predict success, according to a study of Los Angeles kids.
In fall 1999, the Department of Education's Office of Educational Research and Improvement (OERI) asked RAND to examine how OERI might improve the quality and relevance of the education research it funds.
This Joint Note sketches a vision of literacy for future generations that is tied not to the printed page, but rather to a formal style of language that depends on structures, procedures, and strategies for effective use of language in thinking and c...
Education Ph.D. in learning sciences and policy, University of Pittsburgh; M.A. in curriculum, teaching, and learning, University of Toronto; B.Ed. in secondary English and French education, University of British Columbia; B.A. in English and French, University of British Columbia