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As the U.S. struggles with improving inner city schools and especially high schools, a successful program being implemented in London, England is worth a look. The London Challenge seems to have attracted and retained experienced teachers for the inner city and also to have raised test scores for students attending the most challenging schools. The following paper describes the components of the Challenge as well as evidence of success.
On November 29, 2006, CEP convened representatives from 23 organizations to discuss possible changes to the NCLB definition of a highly qualified teacher. For more information on this meeting, click below on the meeting summary and the participating organizations' proposed improvements for NCLB reauthorization.
This article describes ten major effects of the No Child Left Behind Act based on CEP's four year study of the implementation of NCLB at the federal, state, and local levels. The article appeared in the October 2006 Phi Delta Kappan, a magazine of Phi Delta Kappa International.
On October 17, 2006, CEP convened 22 organizations to discuss possible changes to the NCLB requirement to equitably distribute qualified, experienced teachers among high-need and lower-need schools. For more information on this meeting, click below on the meeting summary and the participating organizations' proposed improvements for NCLB reauthorization.
The report highlights findings from CEP’s surveys of state and school district officials and school district case studies regarding the federal Reading First program. CEP found that state and district officials believe that Reading First is having a significant and positive impact on student achievement, and has led to many changes in curriculum, instruction, and assessment. Also significant majorities of state and districts officials surveyed by CEP credit Reading First for student achievement gains.
This report summarizes the State of Maryland’s strategy in dealing with 79 schools that are in NCLB’s restructuring phase because they have missed adequate yearly progress targets for five or more consecutive years. The report also highlights several schools in restructuring or planning for restructuring in Prince George’s County Public Schools, Baltimore County Public Schools, and Anne Arundel County Public Schools.
The Center on Education Policy together with Learning Point Associates hosted a Webcast titled “The Hidden Costs of High School Exit Exams” on September 19th from 2-3 p.m. (EST). The purpose of this Webcast was to provide information to educational stakeholders about the costs of high school exit exam policies at the state and district levels.
ACCESS THE WEBCAST (Please use Replay # 1494134404)
This study of state high school exit exams analyzes the challenges that states faced in 2005-06 as they implemented these exams and describes the remediation services and other support that states provide to help students pass the exams.
School Year 2006-07 Update. This report provides information on the federal Title I, Part A funding for states and school districts for school year 2006-07.
This report highlights the important facts concerning the U.S. education system and how things have changed — and will continue to change — over time. The primer provides a comprehensive picture of the nation’s public schools with data about students, governance, funding, achievement, teachers, and non-instructional services.
On April 27, 2006, the Center on Education Policy hosted a debate on High School Dropouts between Lawrence Mishel, president of the Economic Policy Institute, and Jay P. Greene, endowed chair and head of the Department of Education Reform at the University of Arkansas and a Manhattan Institute senior fellow. Jack Jennings, president and CEO of CEP, moderated. The debate focused on the discrepancy between Mr. Green's dropout figures, which employ U.S. Department of Education diploma and enrollment data, and Mr. Mishel's analysis which also includes household and student longitudinal surveys.
Research report on the impact of the fourth year of implementation of the No Child Left Behind Act on a geographically diverse list of schools and school districts.
Policy Brief 1: Basic Features
A snapshot of main or basic features of state exit exams taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: States Try Harder but Gaps Persist.
Published: December 01, 2005 Availability: PDF
Policy Brief 2: Effects on Traditionally Underserved Students
Snapshot of data on traditionally underserved students taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: States Try Harder but Gaps Persist.
Published: January 01, 2006
Policy Brief 3: Special Problems Affecting English Language Learners
Snapshot of results on problems with English language learners in regard to exit exams taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: States Try Harder but Gaps Persist
Published: February 01, 2006
Policy Brief 4: Standards Differ from the No Child Left Behind Act
Snapshot of results on differences between states' and of the No Child Left Behind Act's requirements on graduation taken from the Center on Education Policy's August 2005 report, STATE HIGH SCHOOL EXIT EXAMS: STATES TRY HARDER BUT GAPS PERSIST.
Published: March 01, 2006
This report describes problems with the way the funds under the No Child Left Behind Act are made available to schools identified for improvement.
This look at selected school districts in California that are restructuring under the No Child Left Behind Act may offer insights for other schools that must reevaluate their structures.
Issue 4: The Good News Behind Average NAEP Scores - Analysis of data from the October 2005 National Assessment of Educational Progress report shows higher achievement scores by certain subgroups than the average.