Studies and Commentaries on State Requirements and Initiatives
CASE STUDIES OF LOCAL IMPLEMENTATION OF THE NO CHILD LEFT BEHIND ACT. (October 2003). Center on Education Policy (Elizabeth Pinkerton, Nancy Kober, Caitlin Scott, & Barbara Buell) - Report of the first 15 case studies describing how the implementation of NCLB is playing out in a diverse set of districts across the United States. Studies were done in districts in AL, AK, AR, CA, CO, FL, IL, KS, MA, MN, MO, NJ, OH, TX, and WI. They will be part of a larger report, including 30 case studies and other information, to be released in early 2004. Full text.
http://www.cep-dc.org/pubs/nclbcasestudy_oct2003/nclbcasestudy_oct2003.pdf
CRITERIA FOR EVALUATING STATE CURRICULUM STANDARDS (Draft). National Association for Multicultural Education - Draft curriculum guidelines that respond to five key concerns: (a) inclusiveness, (b) diverse perspectives, (c) accommodating alternative epistemologies/social construction of knowledge; (d) self-knowledge;
(e) social justice. Full text.
http://www.nameorg.org/resolutions/statecurr.html
WHEN SCHOOLS COMPETE: THE EFFECTS OF VOUCHERS ON FLORIDA PUBLIC SCHOOL ACHIEVEMENT. (2003). Manhattan Institute for Policy Research (Jay P. Greene & Marcus A. Winters) - Report of a study that (a) identified five categories of low-performing schools based on the degree of threat each school faces from voucher competition, and (b) examined test score improvement on the Florida assessment (FCAT) and the Stanford-9 to determine whether low-performing schools under greater threat from voucher competition made better improvements than low-performing schools that faced a lesser threat. Results showed that Florida's low-performing schools are improving in direct proportion to their degree of challenge from voucher competition, and that schools already facing voucher competition had the greatest improvements of all five categories of low-performing schools.
http://www.manhattan-institute.org/html/ewp_02.htm
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