Follow Through: Why Didn’t We?

(click here for full article) (click here to download a PDF of this article) By Cathy L. Watkins Effective School Practices, 15(1), Winter, 1995. Briefing What do we do with a teaching technique that works? Surely, educators would welcome such a breakthrough with open arms. Incredibly, they haven’t. Project Follow Through, the largest experiment ever undertaken to find effective methods for teaching disadvantaged children, discovered such a teaching method at a cost of nearly a billion dollars. They … Read More

Private Sector Alternatives for Preventing Reading Failure

Groff, P.  (1987).  Private sector alternatives for preventing reading failure, Washington, DC:  National Advisory Council on Educational Research and Improvement. Editor’s note:  Chapters IV-VI contain outdated names, addresses, and references, and therefore were omitted _________________ A directory of national organizations providing a rationale for their need;  An assessment of the professional training they provide for prospective or inservice teachers of reading By Patrick Groff, Professor of Education San Diego State University   I. Introduction The major purpose of … Read More

Preventing Reading Failure

Private Sector Alternatives for Preventing Reading Failure (click here for full article) (Click here to download the PDF of this article) By Patrick Groff Professor, San Diego State University Washington, DC: National Advisory Council on Educational Research and Improvement, 1987.   Briefing The No Child Left Behind Act calls for greater reliance on rigorous educational research. But is a shortage of rigorous studies the real problem? In 1987, Professor Patrick Groff reported that the U. S. was experiencing … Read More

Shifting Images

Shifting Images of Developmentally Appropriate Practice as Seen Through Different Lenses (click here for full article) (Click here to download the PDF of this article) By David K. Dickinson Educational Researcher, 31(1), 2002, pp. 26-32.   Briefing Despite billions spent, preschool programs such as Headstart have produced disappointing results. A prime reason may be that the nation’s largest accreditor of preschool programs has required them to use teaching practices that impede, rather than encourage, school readiness. The National … Read More

The Evolution of the New American Schools

The Evolution of the New American Schools: From Revolution to Mainstream (click here for full article) (Click here to download the PDF of this article) By Jeffery Mirel, Ph.D. School of Education University of Michigan   Briefing What are the “New American Schools?” Unfortunately they are the latest educational reform to be identified as a failure. A variety of factors played a role in their demise, but the most obvious problem was their reliance on the “progressive” vision … Read More

The Value-Added Achievement Gains of NBPTS

The Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report J. E. Stone, Ed.D. College of Education East Tennessee State University   Introduction The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and to certify teachers who meet those standards. Teachers pay $2,300 to be evaluated by … Read More

Value-Added Achievement Gains of NBPTS

Value-Added Achievement Gains of NBPTS-Certified Teachers in Tennessee: A Brief Report (click here for full article) (click here to download a PDF of this article) By J. E. Stone, Ed.D. College of Education East Tennessee State University   Briefing The National Board for Professional Teaching Standards (NBPTS) was established in 1987. Funded principally by the Carnegie Foundation, major teacher unions, and the U. S. Department of Education, its mission is to set advanced proficiency standards for teachers and … Read More

Teacher Reform Gone Astray

(click here for full article) (click here to download a PDF of this article) By Chester E. Finn, Jr. In Our Schools and Our Future . . . Are We Still at Risk?, Paul E. Peterson, ed., Stanford, CA: Hoover Institution, 2003.    Briefing In Teacher Reform Gone Astray, Chester E. Finn, Jr. reviews efforts that have been made on improving teacher quality since A Nation at Risk was published in 1983. Finn argues that the teacher education … Read More

Reflections on Class Size and Teacher Quality

(click here for full article) (click here to download a PDF of this article) By Jennifer Buckingham Issue Analysis (No. 29a), St Leonards, NSW, Australia: Centre for Independent Studies, March 21, 2003.   Briefing Reducing class size is one of the most widely known and intuitively appealing school reforms. It is also one of the most hotly debated. Jennifer Buckingham of the Australia/New Zealand-based Centre for Independent Studies reviewed the research on class size and student achievement, summarizing … Read More

Do Students Have Too Much Homework?

posted in: Briefings & Reports |

(click here for full article) (click here to download the PDF of this article) Part II, Brown Center Report on American Education By The Brown Center on Education Policy The Brookings Institution   Briefing The Brown Center on Education Policy at the Brookings Institution annually reports on the state of student achievement. Drawing on test scores and surveys, Part II of its 2003 report debunks the popular notion that students are being overwhelmed with homework. To the contrary, … Read More

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