A quasi-experimental analysis of data from the Pittsburgh Public Schools finds no difference in the effects of two elementary-level math programs—Everyday Mathematics and Harcourt Math—on student achievement. The absence of a difference in achievement effects may be related to the...

Although charter schools are growing in number, debate continues about whether they provide a better education than traditional public schools. The report examines charter schools in Chicago, Denver, Milwaukee, Philadelphia, San Diego, and the states of Florida, Ohio, and Texas, using...

Previous charter school research has shown mixed results for student achievement, which could be the consequence of different policy environments or methodological approaches with differing assumptions across studies. This analysis discusses these approaches and assumptions and estimates effects...

A key aim of the federal No Child Left Behind Act (NCLB) is to provide new educational options to parents whose children attend Title I schools identified for improvement, corrective action, or restructuring because of a lack of yearly progress. The first option allows children to transfer to...

This report summarizes the evidence on measures of student achievement growth used in teacher evaluation that do not rely on traditional annual state assessments, and that instead use commercially available assessments, locally developed common assessments, and teacher-developed student learning...

This issue brief discusses a new analysis, using data from Florida and Chicago, suggesting that charter high schools are not only increasing postsecondary educational attainment but may also boost students' long-run earnings.

In this study we use data from Chicago and Florida to estimate the effects of attending a charter high school on the likelihood that a student will complete high school and attend college. Given the impact of educational attainment on a variety of economic and social outcomes, a positive result...

This report summarizes the evidence on measures of student achievement growth used in teacher evaluation that do not rely on traditional annual state assessments, and that instead use commercially available assessments, locally developed common assessments, and teacher-developed student learning...