Council of the Great City Schools's Books

Making Money Matter

Financing America's Schools

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Education Finance

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Making Money Matter

Financing America's Schools

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Behavioral, Cognitive, and Sensory Sciences,Committee on Education Finance

The United States annually spends over $300 billion on public elementary and secondary education. As the nation enters the 21st century, it faces a major challenge: how best to tie this financial investment to the goal of high levels of achievement for all students. In addition, policymakers want assurance that education dollars are being raised and used in the most efficient and effective possible ways. The book covers such topics as: Legal and legislative efforts to reduce spending and achievement gaps. The shift from "equity" to "adequacy" as a new standard for determining fairness in education spending. The debate and the evidence over the productivity of American schools. Strategies for using school finance in support of broader reforms aimed at raising student achievement. This book contains a comprehensive review of the theory and practice of financing public schools by federal, state, and local governments in the United States. It distills the best available knowledge about the fairness and productivity of expenditures on education and assesses options for changing the finance system.

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369

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National Academies Press

Published Date

ISBN 10

0309065283

ISBN 13

9780309065283

High Stakes

Testing for Tracking, Promotion, and Graduation

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Appropriate Test Use

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High Stakes

Testing for Tracking, Promotion, and Graduation

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Appropriate Test Use

Everyone is in favor of "high education standards" and "fair testing" of student achievement, but there is little agreement as to what these terms actually mean. High Stakes looks at how testing affects critical decisions for American students. As more and more tests are introduced into the country's schools, it becomes increasingly important to know how those tests are usedâ€"and misusedâ€"in assessing children's performance and achievements. High Stakes focuses on how testing is used in schools to make decisions about tracking and placement, promotion and retention, and awarding or withholding high school diplomas. This book sorts out the controversies that emerge when a test score can open or close gates on a student's educational pathway. The expert panel: Proposes how to judge the appropriateness of a test. Explores how to make tests reliable, valid, and fair. Puts forward strategies and practices to promote proper test use. Recommends how decisionmakers in education shouldâ€"and should notâ€"use test results. The book discusses common misuses of testing, their political and social context, what happens when test issues are taken to court, special student populations, social promotion, and more. High Stakes will be of interest to anyone concerned about the long-term implications for individual students of picking up that Number 2 pencil: policymakers, education administrators, test designers, teachers, and parents.

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351

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National Academies Press

Published Date

ISBN 10

0309062802

ISBN 13

9780309062800

A Plan for Evaluating the District of Columbia's Public Schools

From Impressions to Evidence

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on the Independent Evaluation of DC Public Schools

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A Plan for Evaluating the District of Columbia's Public Schools

From Impressions to Evidence

By: National Research Council,Division of Behavioral and Social Sciences and Education,Committee on the Independent Evaluation of DC Public Schools

The District of Columbia (DC) has struggled for decades to improve its public education system. In 2007 the DC government made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act (PERAA) shifted control of the city's public schools from an elected school board to the mayor, developed a new state department of education, created the position of chancellor, and made other significant management changes. A Plan for Evaluating the District of Columbia's Public Schools offers a framework for evaluating the effects of PERAA on DC's public schools. The book recommends an evaluation program that includes a systematic yearly public reporting of key data as well as in-depth studies of high-priority issues including: quality of teachers, principals, and other personnel; quality of classroom teaching and learning; capacity to serve vulnerable children and youth; promotion of family and community engagement; and quality and equity of operations, management, and facilities. As part of the evaluation program, the Mayor's Office should produce an annual report to the city on the status of the public schools, including an analysis of trends and all the underlying data. A Plan for Evaluating the District of Columbia's Public Schools suggests that D.C. engage local universities, philanthropic organizations, and other institutions to develop and sustain an infrastructure for ongoing research and evaluation of its public schools. Any effective evaluation program must be independent of school and city leaders and responsive to the needs of all stakeholders. Additionally, its research should meet the highest standards for technical quality.

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204

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National Academies Press

Published Date

ISBN 10

0309209390

ISBN 13

9780309209397

Urban Policy in a Changing Federal System

Proceedings of a Symposium

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on National Urban Policy

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Urban Policy in a Changing Federal System

Proceedings of a Symposium

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on National Urban Policy

When the United States' founding fathers set up a federal system of government, they asked a question that has never been satisfactorily settled: How much governmental authority belongs to the states, and how much to the national government? In an atmosphere of changing priorities and power bases, the Committee on National Urban Policy convened a symposium to address this division. The symposium examined the "New Federalism" as it relates to the Supreme Court, urban development, taxpayers, job training, and related topics. "Throughout the symposium the future evolution of the American federal system was debated," says the book's summary. "Yet whatever new idea or theory emerges, it is likely to continue to include the inevitable conflict between the allegiance to a national government and the respect for state and local loyalties.

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289

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National Academies Press

Published Date

ISBN 10

0309035910

ISBN 13

9780309035910

Systems for State Science Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement

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Systems for State Science Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Test Design for K-12 Science Achievement

In response to the No Child Left Behind Act of 2001 (NCLB), Systems for State Science Assessment explores the ideas and tools that are needed to assess science learning at the state level. This book provides a detailed examination of K-12 science assessment: looking specifically at what should be measured and how to measure it. Along with reading and mathematics, the testing of science is a key component of NCLBâ€"it is part of the national effort to establish challenging academic content standards and develop the tools to measure student progress toward higher achievement. The book will be a critical resource for states that are designing and implementing science assessments to meet the 2007-2008 requirements of NCLB. In addition to offering important information for states, Systems for State Science Assessment provides policy makers, local schools, teachers, scientists, and parents with a broad view of the role of testing and assessment in science education.

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249

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National Academies Press

Published Date

ISBN 10

0309096626

ISBN 13

9780309096621

Implementing Randomized Field Trials in Education

Report of a Workshop

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Research in Education

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Implementing Randomized Field Trials in Education

Report of a Workshop

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Research in Education

The central idea of evidence-based education-that education policy and practice ought to be fashioned based on what is known from rigorous research-offers a compelling way to approach reform efforts. Recent federal trends reflect a growing enthusiasm for such change. Most visibly, the 2002 No Child Left Behind Act requires that "scientifically based [education] research" drive the use of federal education funds at the state and local levels. This emphasis is also reflected in a number of government and nongovernment initiatives across the country. As consensus builds around the goals of evidence-based education, consideration of what it will take to make it a reality becomes the crucial next step. In this context, the Center for Education of the National Research Council (NRC) has undertaken a series of activities to address issues related to the quality of scientific education research. In 2002, the NRC released Scientific Research in Education (National Research Council, 2002), a report designed to articulate the nature of scientific education research and to guide efforts aimed at improving its quality. Building on this work, the Committee on Research in Education was convened to advance an improved understanding of a scientific approach to addressing education problems; to engage the field of education research in action-oriented dialogue about how to further the accumulation of scientific knowledge; and to coordinate, support, and promote cross-fertilization among NRC efforts in education research. The main locus of activity undertaken to meet these objectives was a year-long series of workshops. This report is a summary of the third workshop in the series, on the implementation and implications of randomized field trials in education.

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National Academies Press

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ISBN 10

0309166330

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9780309166331

Knowing What Students Know

The Science and Design of Educational Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment

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Knowing What Students Know

The Science and Design of Educational Assessment

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on the Foundations of Assessment

Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.

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383

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National Academies Press

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ISBN 10

0309293227

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9780309293228

Assessing Accomplished Teaching

Advanced-Level Certification Programs

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Evaluation of Teacher Certification by the National Board for Professional Teaching Standards

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Assessing Accomplished Teaching

Advanced-Level Certification Programs

The mission of the National Board for Professional Teaching Standards (NBPTS) is to establish "high and rigorous standards for what teachers should know and be able to do, to certify teachers who meet those standards, and to advance other education reforms for the purpose of improving student learning in American schools." In response to a request from the U.S. Congress, the National Research Council developed a framework for evaluating programs that award advanced-level teacher certification and applied that framework in an evaluation of the impacts of the NBPTS. Specifically, this book addresses the impacts on students, teachers, and the educational system in this country. Assessing Accomplished Teaching finds that teachers who earn board certification are more effective at improving their students' achievement than other teachers, but school systems vary greatly in the extent to which they recognize and make use of board-certified teachers. Many of the questions on the evaluation framework could not be answered because the data have not been collected, and the report makes recommendations for the kinds of research that are needed to fully evaluate the impacts of board certification by the NBPTS.

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338

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National Academies Press

Published Date

ISBN 10

0309134382

ISBN 13

9780309134385

The Unpredictable Certainty

White Papers

By: NII 2000 Steering Committee,Commission on Physical Sciences, Mathematics, and Applications,Computer Science and Telecommunications Board,Division on Engineering and Physical Sciences,National Research Council

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The Unpredictable Certainty

White Papers

This book contains a key component of the NII 2000 project of the Computer Science and Telecommunications Board, a set of white papers that contributed to and complements the project's final report, The Unpredictable Certainty: Information Infrastructure Through 2000, which was published in the spring of 1996. That report was disseminated widely and was well received by its sponsors and a variety of audiences in government, industry, and academia. Constraints on staff time and availability delayed the publication of these white papers, which offer details on a number of issues and positions relating to the deployment of information infrastructure.

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631

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National Academies Press

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ISBN 10

0309561752

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9780309561754

Losing Generations

Adolescents in High-Risk Settings

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Panel on High-Risk Youth

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Losing Generations

Adolescents in High-Risk Settings

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Panel on High-Risk Youth

At least 7 million young Americansâ€"fully one-quarter of adolescents 10 to 17 years oldâ€"may be at risk of failing to achieve productive adult lives. They use drugs, engage in unprotected sex, drop out of school, and sometimes commit crimes, effectively closing the door to their own futures. And the costs to society are enormous: school and social services are overwhelmed, and our nation faces the future with a diminished citizenry. This penetrating book argues that the problems of troubled youth cannot be separated from the settings in which those youths liveâ€"settings that have deteriorated significantly in the past two decades. A distinguished panel examines what works and what does not in the effort to support and nurture adolescents and offers models for successful programs. This volume presents an eye-opening look at what millions of the nation's youths confront every day of their lives, addressing: How the decline in economic security for young working parents affects their children's life chances. How dramatic changes in household structure and the possibilities of family and community violence threaten adolescents' development. How the decline of neighborhoods robs children of a safe environment. How adolescents' health needs go unmet in the current system. Losing Generations turns the spotlight on those institutions youths needâ€"the health care system, schools, the criminal justice, and the child welfare and foster home systemsâ€"and how they are functioning. Difficult issues are addressed with study results and insightful analyses: access of poor youths to health insurance coverage, inequities in school funding, how child welfare agencies provide for adolescents in their care, and the high percentage of young black men in the criminal justice system.

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288

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National Academies Press

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ISBN 10

0309052343

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9780309052344

Educating Teachers of Science, Mathematics, and Technology

New Practices for the New Millennium

By: National Research Council,Center for Education,Committee on Science and Mathematics Teacher Preparation

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Educating Teachers of Science, Mathematics, and Technology

New Practices for the New Millennium

By: National Research Council,Center for Education,Committee on Science and Mathematics Teacher Preparation

Each new headline about American students' poor performance in math and science leads to new calls for reform in teaching. Education Teachers of Science, Mathematics, and Technology puts the whole picture together by synthesizing what we know about the quality of math and science teaching, drawing conclusions about why teacher preparation needs reform, and then outlining recommendations for accomplishing the most important goals before us. As a framework for addressing the task, the book advocates partnerships among school districts, colleges, and universities, with contributions from scientists, mathematicians, teacher educators, and teachers. It then looks carefully at the status of the education reform movement and explores the motives for raising the bar for how well teachers teach and how well students learn. Also examined are important issues in teacher professionalism: what teachers should be taught about their subjects, the utility of in-service education, the challenge of program funding, and the merits of credentialing. Professional Development Schools are reviewed and vignettes presented that describe exemplary teacher development practices.

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233

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National Academies Press

Published Date

ISBN 10

0309070333

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9780309070331

Volunteers in Public Schools

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on the Use of Volunteers in Schools

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Volunteers in Public Schools

By: National Research Council,Division of Behavioral and Social Sciences and Education,Commission on Behavioral and Social Sciences and Education,Committee on the Use of Volunteers in Schools

Among the most prominent of President Bush's "thousand points of light" are volunteers who work with our nation's students. The last several decades show considerable growth in the numbers of school volunteers, with increasing participation by people from the business community, retired citizens, and college students, in addition to the traditionally active mothers of school children. Yet, we must do more to ensure the success of volunteer programs in schools. It is not enough to assume that any volunteer effort will produce results, nor is it wise to use volunteers simply because they are "free." This new volume from the National Research Council provides the first overview ever compiled of volunteer activity in U.S. public schoolsâ€"reporting on how volunteers are being used in schools, what factors make programs successful, what further research will enhance our ability to create good programs, and what directions our national policy should take. Included in this study of volunteers in public schools are the reports of the committee's site visits to 13 volunteer programs identified as "exemplary" from Boston Partners in Education to "Project Rescue" for dropout prevention in Corsicana, Texas. Each site report describes local economic conditions and their effects on education, the organization and size of the school system, and the volunteer programâ€"with details on how each program functions and what results have been achieved. This book will be immediately useful to federal, state, and local policymakers, school boards and administrators, principals and teachers, PTA members, business firms involved with schools, and, of course, managers or coordinators of volunteer activities and concerned volunteers.

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160

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National Academies Press

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ISBN 10

030904149X

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9780309041492

Common Standards for K-12 Education?

Considering the Evidence: Summary of a Workshop Series

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on State Standards in Education: A Workshop Series

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Common Standards for K-12 Education?

Considering the Evidence: Summary of a Workshop Series

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on State Standards in Education: A Workshop Series

Standards-based accountability has become a central feature of the public education system in each state and is a theme of national discussions about how achievement for all students can be improved and achievement gaps narrowed. Questions remain, however, about the implementation of standards and accountability systems and about whether their potential benefits have been fully realized. Each of the 50 states has adopted its own set of standards, and though there is overlap among them, there is also wide variation in the ways states have devised and implemented their systems. This variety may have both advantages and disadvantages, but it nevertheless raises a fundamental question: Is the establishment of common K-12 academic standards, which states could voluntarily adopt, the logical next step for standards-based reform? The goal of this book is not to answer the policy question of whether or not common standards would be a good idea. Rather, the book provides an objective look at the available evidence regarding the ways in which standards are currently functioning, the strategies that might be used to pursue common standards, and the issues that doing so might present.

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104

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National Academies Press

Published Date

ISBN 10

0309178398

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9780309178396

Keeping Score for All

The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Committee on Participation of English Language Learners and Students with Disabilities in NAEP and Other Large-Scale Assessments

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Keeping Score for All

The Effects of Inclusion and Accommodation Policies on Large-Scale Educational Assessments

U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.

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150

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National Academies Press

Published Date

ISBN 10

0309165903

ISBN 13

9780309165907

Reporting District-Level NAEP Data

Summary of a Workshop

By: National Research Council,Commission on Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on NAEP Reporting Practices: Investigating District-Level and Market-Basket Reporting

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Reporting District-Level NAEP Data

Summary of a Workshop

The National Assessment of Education Progress (NAEP) has earned a reputation as one of the nation's best measures of student achievement in key subject areas. Since its inception in 1969, NAEP has summarized academic performance for the nation as a whole and, beginning in 1990, for the individual states. Increasingly, NAEP results get the attention of the press, the public, and policy makers. With this increasing prominence have come calls for reporting NAEP results below the national and state levels. Some education leaders argue that NAEP can provide important and useful information to local educators and policy makers. They want NAEP to serve as a district-level indicator of educational progress and call for NAEP results to be summarized at the school district level. Reporting District-Level NAEP Data explores with various stakeholders their interest in and perceptions regarding the likely impacts of district level reporting.

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111

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National Academies Press

Published Date

ISBN 10

0309068932

ISBN 13

9780309068932

Advancing Scientific Research in Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Research in Education

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Advancing Scientific Research in Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Research in Education

Transforming education into an evidence-based field depends in no small part on a strong base of scientific knowledge to inform educational policy and practice. Advancing Scientific Research in Education makes select recommendations for strengthening scientific education research and targets federal agencies, professional associations, and universitiesâ€"particularly schools of educationâ€"to take the lead in advancing the field.

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136

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National Academies Press

Published Date

ISBN 10

030909321X

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9780309093217

Educating One and All

Students with Disabilities and Standards-Based Reform

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Goals 2000 and the Inclusion of Students with Disabilities

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Educating One and All

Students with Disabilities and Standards-Based Reform

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Committee on Goals 2000 and the Inclusion of Students with Disabilities

In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.

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305

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National Academies Press

Published Date

ISBN 10

0309057892

ISBN 13

9780309057899

On Evaluating Curricular Effectiveness

Judging the Quality of K-12 Mathematics Evaluations

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Mathematical Sciences Education Board,Committee for a Review of the Evaluation Data on the Effectiveness of NSF-Supported and Commercially Generated Mathematics Curriculum Materials

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On Evaluating Curricular Effectiveness

Judging the Quality of K-12 Mathematics Evaluations

This book reviews the evaluation research literature that has accumulated around 19 K-12 mathematics curricula and breaks new ground in framing an ambitious and rigorous approach to curriculum evaluation that has relevance beyond mathematics. The committee that produced this book consisted of mathematicians, mathematics educators, and methodologists who began with the following charge: Evaluate the quality of the evaluations of the thirteen National Science Foundation (NSF)-supported and six commercially generated mathematics curriculum materials; Determine whether the available data are sufficient for evaluating the efficacy of these materials, and if not; Develop recommendations about the design of a project that could result in the generation of more reliable and valid data for evaluating such materials. The committee collected, reviewed, and classified almost 700 studies, solicited expert testimony during two workshops, developed an evaluation framework, established dimensions/criteria for three methodologies (content analyses, comparative studies, and case studies), drew conclusions on the corpus of studies, and made recommendations for future research.

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289

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National Academies Press

Published Date

ISBN 10

0309092426

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9780309092425

Myths and Tradeoffs

The Role of Tests in Undergraduate Admissions

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Steering Committee for the Workshop on Higher Education Admissions

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Myths and Tradeoffs

The Role of Tests in Undergraduate Admissions

By: National Research Council,Division of Behavioral and Social Sciences and Education,Board on Testing and Assessment,Steering Committee for the Workshop on Higher Education Admissions

More than 8 million students enrolled in 4-year, degree-granting postsecondary institutions in the United States in 1996. The multifaceted system through which these students applied to and were selected by the approximately 2,240 institutions in which they enrolled is complex, to say the least; for students, parents, and advisers, it is often stressful and sometimes bewildering. This process raises important questions about the social goals that underlie the sorting of students, and it has been the subject of considerable controversy. The role of standardized tests in this sorting process has been one of the principal flashpoints in discussions of its fairness. Tests have been cited as the chief evidence of unfairness in lawsuits over admissions decisions, criticized as biased against minorities and women, and blamed for the fierce competitiveness of the process. Yet tests have also been praised for their value in providing a common yardstick for comparing students from diverse schools with different grading standards. Myths and Tradeoffs identifies and corrects some persistent myths about standardized admissions tests and highlight some of the specific tradeoffs that decisions about the uses of tests entail; presents conclusions and recommendations about the role of tests in college admissions; and lays out several issues about which information would clearly help decision makers, but about which the existing data are either insufficient or need synthesis and interpretation. This report will benefit a broad audience of college and university officials, state and other officials and lawmakers, and others who are wrestling with decisions about admissions policies, definitions of merit, legal actions, and other issues.

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National Academies Press

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ISBN 10

0309065976

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9780309065979

Learning and Understanding

Improving Advanced Study of Mathematics and Science in U.S. High Schools

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Committee on Programs for Advanced Study of Mathematics and Science in American High Schools

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Learning and Understanding

Improving Advanced Study of Mathematics and Science in U.S. High Schools

This book takes a fresh look at programs for advanced studies for high school students in the United States, with a particular focus on the Advanced Placement and the International Baccalaureate programs, and asks how advanced studies can be significantly improved in general. It also examines two of the core issues surrounding these programs: they can have a profound impact on other components of the education system and participation in the programs has become key to admission at selective institutions of higher education. By looking at what could enhance the quality of high school advanced study programs as well as what precedes and comes after these programs, this report provides teachers, parents, curriculum developers, administrators, college science and mathematics faculty, and the educational research community with a detailed assessment that can be used to guide change within advanced study programs.

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589

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National Academies Press

Published Date

ISBN 10

0309074401

ISBN 13

9780309074407

Understanding Others, Educating Ourselves

Getting More from International Comparative Studies in Education

By: National Research Council,Division of Behavioral and Social Sciences and Education,Center for Education,Board on Testing and Assessment,Board on International Comparative Studies in Education,Committee on a Framework and Long-term Research Agenda for International Comparative Education Studies

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Understanding Others, Educating Ourselves

Getting More from International Comparative Studies in Education

Since 1988, the Board on International Comparative Studies in Education (BICSE) at the (U.S.) National Research Council of the National Academies has engaged in activities designed to increase the rigor and sophistication of international comparative studies in education by encouraging synergies between large and smaller scale international comparative education research, to identify gaps in the existing research base, and to assist in communicating results to policy makers and the public. Under the current grant (1998-2002), funded by the National Science Foundation and the U.S. Department of Education's National Center for Education Statistics, BICSE has sponsored public events and commissioned papers on the effects of the Trends in International Mathematics and Science Study (TIMSS), the power of video technology in international education research, international perspectives on teacher quality, and advances in the methodology of cross-national surveys of education achievement. This report responds to a request from the board's sponsors under the current grant to produce a report that builds on its previous work.

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Page Count

100

Publisher

National Academies Press

Published Date

ISBN 10

0309088550

ISBN 13

9780309088558

Book's by Council of the Great City Schools

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