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Kids' Share 2010

Urban Institute, 2010. (PDF, 40 pgs.)

Kids' Share 2010 is the fourth annual examination of the federal spending trends and tax policies that support and affect children and families.

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Policy

Instructional Time in Elementary Schools: A Closer Look at Changes for Specific Subjects

Center on Education Policy (CEP), 2008. (PDF, 8 pgs.)

This report examines the magnitude of changes in instructional time in elementary schools in the years since NCLB took effect in 2002.

Impact of Community and Youth Organizing on Public School Reform

Annenberg Institute for School Reform, 2009. (web resource)

This study looks at organizing efforts by residents of seven urban communities across the country to improve their public schools. It aims to document the organizing campaigns and measure the impact on three critical indicators of education reform: district-level policy, school-level capacity, and student outcomes.

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Policy

From No Child Left Behind to Every Child a Graduate

Alliance for Excellent Education, 2008. (PDF, 62 pgs.)

This report outlines the Alliance for Excellent Education's Framework for Action to Improve Secondary Schools, which reflects the consensus among educators, researchers, policymakers, and other authorities on the specific problems of secondary schools, as well as on the research- and best-practice-supported solutions to those problems. Taken together, the seven policy areas contained within the framework offer a comprehensive and systemic approach to secondary school reform.

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Policy

Enhancing Achievement and Proficiency Through Safe and Drug-Free Schools

U.S. Department of Education, Safe and Drug-Free Schools and Communities Advisory Committee, 2007. (MS WORD, 54 pgs.)

Report by a panel formed by Secretary of Education Margaret Spellings to respond to questions regarding Department of Education policies for Safe and Drug Free Schools.

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Policy, Safe

The Progress of Education Reform – Middle Grades

Education Commission of the States, 2009. (PDF 6 pgs.)

The middle grades are in crisis. By state and national measures, student achievement gains realized in the elementary grades all too often diminish by grade 8. This issue of The Progress of Education Reform highlights key findings from recent research and publications on improving student success in the middle grades—and identifies actions states can take to translate these findings into sound policy.

Educational Engagement: A Successful Strategy for Academic and Civic Achievement and Success

Education Commission of the States, 2007. (PDF, 4 pgs.)

This issue of the Progress of Education Reform features highlights of K-12 research on student engagement, a civic orientation and building resiliency. Taken together, they provide a useful, up-to-date look at evidence on the merits of engaging students for achievement and success. It also includes policy implications based on the research, as well as links to studies and resources on student engagement in higher education.

Education at a Glance 2011: OECD Indicators

Organisation for Economic Co-Operation and Development (OECD), 2011. (web publication)

This report enables countries to see themselves in the light of other countries' performance. It provides a rich, comparable, and up-to-date array of indicators on the performance of education systems and represents the consensus of professional thinking on how to measure the current state of education internationally.

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Policy

Doing What Works: Dropout Prevention

U.S. Department of Education, 2009. (web resource)

The U.S. Department of Education provides information on recommended research-based practices educators can use to prevent dropouts. Multimedia content and school success stories make the site a fun and valuable destination.

Dispelling the Myths About the Negative Effects of Raising High School Graduation Requirements

Education Commission of the States, 2008. (PDF, 13 pgs.)

A policy brief presenting the consequences commonly raised by critics of increased high school graduation requirements and the relevant research or experience, as well as guiding principles for best policy in establishing more challenging curricular expectations for all students.

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