Recent research shows that large gaps exist, even before children enter kindergarten, in their school readiness. To address these differences, some advocate full-day kindergarten. However, findings suggest that such programs may not enhance achievement in the long term.
The vast majority of the 200,000 Louisiana students displaced from their public schools by Hurricanes Katrina and Rita missed weeks or more of school, and most did not return to their original schools by the end of the 2005-06 school year. As a result, many may experience long-term academic problems.
Data-driven decision making, applied to student achievement testing data, is a central focus of many school and district reform efforts. Yet many unanswered questions remain about the use of data to inform decisions and the effects on student achievement.
A three-year study finds that students who had been exposed to more reform-oriented teaching performed slightly better in both math and science than those who had experienced less. Evidence also suggests that reform-oriented teaching may help improve students' problem-solving skills.
Schools that embrace comprehensive reform models designed to improve student achievement frequently do not fully adopt all recommended practices. The reason most often cited was a shortage of support for needed improvements and investments such as teacher training.
A multiyear, National Science Foundation-funded study found weak positive associations between reform-oriented mathematics and science instruction and achievement. Encouraging teachers to adopt such instruction is unlikely to be an effective strategy for promoting large and rapid student improvement.
State arts agencies have contributed to a nationwide flourishing of professional artists and art organizations. Those agencies seeking increased state government support for the arts should strengthen their relationships with elected officials and raise their profile with the public.
Using a new measuring technique, a RAND study estimates that 64 percent of public high school students in Pittsburgh graduate within five years — compared with a 74 percent graduation rate estimated by the state of Pennsylvania.
The scores of Tennessee students on standard achievement tests are below the national average. To help improve performance, the state should lower class sizes in the elementary grades, raise the proportion of children in public pre-kindergarten programs, and more.
Charter schools in California generally perform on par with traditional public schools despite receiving fewer resources. However, they have not closed the achievement gaps for minorities or had the expected competitive effects on traditional schools.