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SRC Toolkits: Learning Conditions and Readiness

Our State Report Card explains what success looks like and how close we are to achieving it. We hope that you use this data to put in place the conditions that will lead to success in your district. We have created a Toolkit for community members like you who want to help their local school district improve.
Article
02/16/2011

See Illinois' progress on game-changing priorities for education

Today, the Data Quality Campaign (DQC) will release Data for Action 2010, an annual 50-state analysis of states' ability to collect and use data to improve student achievement. Findings indicate that states have made unprecedented progress collecting longitudinal information that follows individual students over time and that states have not yet taken the necessary actions to create a culture of effective data use.
Article
01/19/2011

CAP produces interactive map on return on educational investment

To spark a national dialogue about educational productivity, we've attempted to evaluate the return on investment (ROI) of almost every major school district in the country. By productivity, we mean how much learning a district produces for every dollar spent, after controlling for factors such as cost of living and students in poverty. Use the map to see how each district performs.
Article
12/16/2010

Thirty large urban school districts outperform their states in African-American, Hispanic, or low-income student achievement

A new data analysis, based on data collected as part of The Broad Prize process, provides insights into which large urban school districts in the United States are doing the best job of educating traditionally disadvantaged groups: African-American, Hispanics, and low-income students.
Article
12/14/2010

Are Bad Schools Immortal?

This study from the Thomas B. Fordham Institute finds that low-performing public schools-both charter and traditional district schools-are stubbornly resistant to significant change.
Article
12/07/2010

Highlights from PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics and Science Literacy in an International Context

This report provides international comparisons of average performance in reading literacy and three reading literacy subscales and in mathematics literacy and science literacy. It includes the percentages of students reaching PISA proficiency levels, for the United States and the OECD countries on average, and trends in U.S. performance over time.
Article
12/01/2010

Learning About Teaching: Initial Findings from the Measures of Effective Teaching Project

The evidence of wide differences in student achievement gains in different teachers' classrooms is like a colossal divining rod, pointing at the ground, saying, "Dig here." Dig here if you want to learn what great teaching looks like. Dig here if you want to better understand what teachers do to help students learn. This is where you will learn about ways to generate dramatically different results for kids.
Article
12/01/2010

A First Look at the Common Core and College and Career Readiness

In ACT's continued commitment to college and career readiness and success for all students, our first-of-its-kind research report, entitled A First Look at the Common Core and College and Career Readiness, provides an estimate of current student performance on the Common Core State Standards, using ACT college- and career-readiness data.
Article
12/01/2010

When the Stakes are High, Can We Rely on Value-Added?

The formula is simple: Highly effective teachers equal student academic success. Yet, the physics of American education is anything but. Thus, the question facing education reformers is how can teacher effectiveness be accurately measured in order to improve the teacher workforce?
Article
12/01/2010

Incorporating Student Performance Measures into Teacher Evaluation Systems

In a growing effort to recognize and reward teachers for their contributions to students' learning, a number of states and districts are retooling their teacher evaluation systems to incorporate measures of student performance. Given strong empirical evidence that teachers are the most important school-based determinant of student achievement, it seems increasingly imperative to many education advocates that teacher evaluations take account of teachers' effects on student learning.
Article