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1998-12-01
Americans for the Arts;
This pamphlet explores how an increasing number of communities are realizing that art programs for at-risk youth offer an effective and more affordable alternative to detention and police-centered crime prevention.
1993-10-01
Americans for the Arts;
This particular monograph will focus on one unique arts community located in rural southeastern Utah. This community is comprised of a group of extraordinary individuals - known as Inside Images - presently incarcerated at the San Juan County (SJC) jail in Monticello, a county-owned facility which contracts with the state of Utah to house state prisoners.
2008-04-16
Cato Institute;
Pressing questions about the merits of market accountability in K-12 education have spawned a large scholarly literature. Unfortunately, much of that literature is of limited relevance, and some of it is misleading. The studies most widely cited in the United States used intense scrutiny of a few small-scale, restriction-laden U.S. programs -- and a handful of larger but still restriction-laden foreign school choice expansions -- to assert general conclusions about the effects of "choice," "competition," and "markets." The most intensely studied programs lack most or all of the key elements of market systems, including profit, price change, market entry, and product differentiation -- factors that are normally central to any discussion of market effects. In essence, researchers have drawn conclusions about apples by studying lemons.
To address the need for credible evidence on the effects of genuine education markets, economists should look to simulation models, indirect evidence such as outcomes in similar industries, and school systems abroad that enjoy varying degrees of market accountability.
2006-07-01
Education Sector;
In 1990 Steve Barr "rocked the vote" in America by helping to engineer an upswing in voting among 18 to 24 year olds with the help of musicians and other pop culture icons. Now the political operative and education entrepreneur is tapping into the frustrations of working-class parents in Los Angeles to rock the city's public schools to their core.
2005-01-01
Annie E. Casey Foundation;
Examines the implementation of a federal government/local joint scholarship initiative for underserved youth. Includes a chronicle of activities, profiles of scholarship families, and an outline of lessons learned during the first year of the program.
2007-08-30
Pew Hispanic Center;
Provides a snapshot of the racial and ethnic composition of public schools, and tracks the changes over twelve years in the levels of concentration among African-American, white, Hispanic/Latino and Asian students, and of their exposure to other groups.
2008-06-27
Council for Advancement of Adult Literacy;
Presents data on declining trends in U.S. adult literacy and education, and discusses the factors involved, the failures of current solutions, and implications. Recommends policy actions to enhance adult education and workforce skills development.
2009-08-18
Great Lakes Center for Education Research and Practice;
This report provides a first-of-its-kind descriptive summary of private school expenditures. It includes comparisons of expenditures among different types and affiliations of private schools, and it also compares those expenditures with public school expenditures for districts in the same state and labor market. Results indicate that (1) the less-regulated private school sector is more varied in many key features (teacher attributes, pay and school expenditures) than the more highly regulated public schooling sector; (2) these private school variations align and are largely explained by affiliation -- primarily religious affiliation -- alone; and (3) a ranking of school sectors by average spending correlates well with a ranking of those sectors by average standardized test scores.
2004-11-15
Performing Arts Workshop;
Over the course of three years, Performing Arts Workshop and evaluators measured five goals of the Workshop's Artists-in-Schools program. These goals were: to improve student critical thinking in the arts, to use the arts to positively impact academic performance, to identify problems in teaching at-risk youth, to use the arts to develop pro-social behavior, and to institutionalize arts and arts education in school settings to increase sustainability. The ability of the Artists-in-Schools program to meet these goals is examined through a quasi-experimental, mixed-method research design in the following reports.
2005-11-15
Performing Arts Workshop;
Over the course of three years, Performing Arts Workshop and evaluators measured five goals of the Workshop's Artists-in-Schools program. These goals were: to improve student critical thinking in the arts, to use the arts to positively impact academic performance, to identify problems in teaching at-risk youth, to use the arts to develop pro-social behavior, and to institutionalize arts and arts education in school settings to increase sustainability. The ability of the Artists-in-Schools program to meet these goals is examined through a quasi-experimental, mixed-method research design.
2011-01-31
Great Lakes Center for Education Research and Practice;
A report from Harvard's Program on Education Policy and Governance and the journal Education Next finds that only 6% of U.S. students in the high school graduating class of 2009 achieved at an advanced level in mathematics compared with 28% of Taiwanese students and more than 20% of students in Hong Kong, Korea, and Finland. Overall, the United States ranked behind most of its industrialized competitors. The report compares the mathematics performance of high achievers not only across countries but also across the 50 U.S. states and 10 urban districts. Most states and cities ranked closer to developing countries than to developed countries. However, the study has three noteworthy limitations: (a) internationally, students were sampled by age and not by grade, and countries varied greatly on the proportion of the student cohort included in the compared grades; in fact, only about 70% of the U.S. sample would have been in the graduating class of 2009, which makes the comparisons unreliable; (b) the misleading practice of reporting rankings of groups of high-achieving students hides the clustering of scores, inaccurately exaggerates small differences, and increases the possibility of error in measuring differences; and (c) the different tests used in the study measured different domains of mathematics proficiency, and the international measure was limited because of relatively few test items. The study's deceptive comparison of high achievers on one test with high achievers on another says nothing useful about the class of 2009 and offers essentially no assistance to U.S. educators seeking to improve students' performance in mathematics.
This brief is published by the National Education Policy Center (NEPC), and is one of a series of briefs made possible in part by funding from The Great Lakes Center for Education Research and Practice.
