This report examines the demographics of Los Angeles County Schools, specifically African-American academic outcomes and non-academic outcomes. It paints a clear picture of the failures of the system, replete with troubling statistics including: “63 percent of African-American students graduate from high school in four years” and “1 in 5 African-American middle school and high school students are proficient in Algebra I.”
This exploration of a new type of school management and control scheme called the Recovery School District Model (Louisiana) looks at its potential applicability in Ohio.
This selection of papers covers a variety of topics including race- and income-based disparities in access to effective teaching, human capital strategies in schools, best practices in identifying individual teacher performance, and effective teaching as a civil right.
This report synthesizes research and analysis of California’s schools and explains how the state’s bureaucratic seniority-based layoff policy disproportionately impacts low-income and minority communities—particularly African-Americans and Latinos. It also addresses the impact of the state budget crisis on teacher layoffs under California’s seniority-based policy.
This report on the Tennessee value-Added Assessment System’s achieves two purposes: first, it reaffirms the new scheme’s ability to deliver efficient and effective feedback on individual teachers’ influence on the rate of academic growth. Second, it concludes that differences in student achievement of 50 percentile points were observed as a result of teacher sequence after only three years, and the effects of teachers on students achievement are both additive and cumulative with little evidence of compensatory effects.