Good news! Achievement gaps are closing, according to a new report from the National Center for Education Statistics (NCES). Nationwide, since the early 1990s the achievement gap between black and white public school students has narrowed at both the 4th and 8th grades in math, and at the 4th grade in reading. Of course an
The Star-Ledger, a New Jersey newspaper, reports that low-income New Jersey children who attended preschool performed better in school. “The percentage of kids who had to repeat kindergarten or first grade was twice as high for those who did not attend preschool, as it was for those who started at age 3,” the paper reported.
Test results came out for some of our local schools recently. Washington, D.C. public school scores were up, especially in the elementary grades. Preliminary results showed an eight-percentage point and a four-percentage point gain for elementary students who were deemed “proficient” in math and reading, respectively. So are these gains good news? Always! But school board members
Since his appointment to the U.S. Department of Education, Secretary Duncan has been speaking out in support of pay for teacher performance. What is his evidence that teachers are performing well? Student achievement. But does paying teachers more money really increase student achievement? Well, sometimes. A little. The Center’s new guide called “Promise or Peril?
Earlier this week the Southern Regional Education Board (SREB) released a new report, Keeping Middle Grades Students on the Path to Success in High School. The report highlights the challenge states are facing in preparing middle school students for high school. Although the report focused on the sixteen SREB states, the results are indicative of the