A proposed four-phase framework for building medical education pathway programs through partnerships among medical schools, hospitals, and local high schools, applied to the Clinical Mentorship Program in Woonsocket.
This report shares lessons and challenges from eight large urban districts that set out to build systems that successfully prepare and support equity-centered school principals.
An Annenberg study of Massachusetts' science testing graduation requirement, finding that performance improved across subgroups even as failure rates grew more unequal — with English learners heavily overrepresented among those who never passed.
Lewis and Diamond's study of a well-resourced, integrated high school, showing how racial disparities persist through discipline, tracking, and opportunity hoarding — with new chapters revisiting the school and on what to do.
A synthesis of more than 15 years of Annenberg research on educational opportunity and state testing in Massachusetts, offered as evidence for the debate over the MCAS graduation requirement.
Documents lasting student achievement gains caused by a short-lived change in teacher evaluation incentives, using a quasi-experimental retesting discontinuity.
Finds that state teacher accountability reforms reduced the number of newly licensed teacher candidates and increased unfilled positions, especially in hard-to-staff schools.
Recent education reform efforts commonly aim at improving teacher effectiveness. One study of three large districts finds that they spent approximately $18,000 for professional development for each teacher each year.
A regression-discontinuity study finding that the performance label attached to a state test score — not just the score itself — has lasting effects on whether urban, low-income students go to college.
A regression-discontinuity study examining how failing one or both Massachusetts exit exams affects teenagers' decisions about staying in school — extending the method to handle two tests at once.
Proposes a general approach to measuring test measurement error, including day-to-day variation in student performance that reliability estimates miss.
A regression-discontinuity study finding that barely failing the Massachusetts math exit exam reduced graduation rates for low-performing urban students, while having no such effect on their suburban peers.
Presents the National Research Council's framework for evaluating advanced-level teacher certification programs and its evaluation of the National Board for Professional Teaching Standards.
Uses data on every New York State elementary teacher from 1994 to 2002 to examine how fourth grade state testing affected teacher turnover and recruitment.
Asks whether school accountability policies are more or less effective at improving student outcomes in states with stronger local control over revenue and resources.
Builds a 50-state index of accountability strength and relates it to NAEP math gains, ninth grade retention, and high school completion from 1996 to 2000.
An examination of how MCAS performance relates to college completion and later earnings, and how racial and socioeconomic gaps persist even among students with similar academic achievement.
