EdStat: At Best, Increasing Pre-K Enrollment by 10 Percent Would Raise a State’s Standard Adjusted NAEP Score by a Little Less Than 1 Point Five Years Later
According to new analyses, the positive associations between NAEP scores and earlier pre-K enrollment are small and typically not statistically significant.
While Washington, D.C. slams accreditors for not holding colleges and universities accountable for their student outcomes, the more insidious failure of accreditation is the stifling effect on innovation at existing institutions.
The hard reality is that the process of human development is complex and highly varied, so we just don’t know the optimal arrangements for all children.
Linda Brown this week announced she was stepping down as CEO of Boston-based Building Excellent Schools.
EdStat: For the Past 50 Years, Roughly One in 10 U.S. Families Has Chosen to Enroll Their Children in Private School
Has expanding income inequality led to an increased concentration of affluent families at private schools?
States have imposed a variety of rules on teacher candidates and the programs that seek to license them, with the goal of ensuring that all new teachers are ready to succeed on their first day in the classroom. New research challenges the very assumptions underlying these efforts.
Leading Educators is a nonprofit working with over 700 teacher leaders to transform professional learning for over 2,400 teachers.
EdStat: From 2002 to 2017, the Percentage of Four-Year-Olds Enrolled in State Pre-K Rose from 14 Percent to 33 Percent
But is government-funded pre-K the surest way to provide the opportunity for all children to succeed in school and life?
EdStat: Of the 30 Percent of Undergraduate Students Who Did Not Apply for Federal Student Aid in 2011-12, Roughly a Third were Likely Eligible for Pell Grants
For the purpose of awarding need-based aid, what matters most is increasing financial aid applications among those most likely to be eligible for financial aid.
Supporters of increased investments in state pre-K need to confront the evidence that it does not enhance student achievement meaningfully, if at all. It may, of course, have positive impacts on other outcomes.
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The JournalSUMMER 2018 / VOL. 18, NO. 3
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