National campaigns aimed at decreasing rates of drowning have helped ignite district-level attempts to better educate students about swimming.
Recently in Research Category
June 18, 2015
April 01, 2015
A report by the Jack Kent Cooke Foundation found an absence of state policies that support high-achieving, low-income students and a "policy vacuum" on the state level on efforts to help those students succeed in school.
February 11, 2015
A report released by the Schott Foundation for Public Education called for more action to address the disparity in graduation rates, academic achievement, and other factors such as out-of-school suspensions in the nation's public schools.
February 06, 2015
We look at the possible roll-back of four-day school week in Minnesota, dispute over the cost of charter expansion in Philadelphia, and supporting high-achieving, low-income students.
October 16, 2014
New findings show that New York City's "small schools of choice" raise graduation rates and boost college enrollment for economically disadvantaged students.
August 20, 2014
The Philadelphia Education Research Consortium, funded through a three-year grant from the William Penn Foundation, will provide research and analyses on education issues in the city. It will be a partnership between Research for Action, three of the city's research universities, and the city's regular and charter schools.
August 13, 2014
A new report from the Fordham Institute shows that between 1970 and 2010 non-teaching staff—a category that includes teacher aides, counselors, school psychologists, transportation workers, and nurses—grew by 130 percent, with teacher aides leading the pack.
July 24, 2014
A federal report looks at mobility and retention among principals in the nation's public and private schools.
July 23, 2014
New data from the Organization for Economic Cooperation and Development show that U.S. principals were more likely than their counterparts in other countries to believe their students come from impoverished homes.
June 24, 2014
Researchers at the Center on Reinventing Public Education argue that while there are real policy barriers that hamper school improvement, principals imagine more roadblocks than there are.