Richard C. Atkinson, the former president of the University of California, is widely credited with having helped make the SAT what it is today. That's because, in 2001, when he was still at the helm of that huge university system, Atkinson recommended dropping the test as an admissions requirement in favor of subject-matter tests. His criticism led the College Board to undertake a dramatic overhaul of the widely used test. The result was the SAT-R, unveiled in 2005. It dropped those pesky, esoteric verbal analogies, covered higher-level mathematics like algebra, and included a new writing exam. But the changes seem ...


William C. Ayers, the Chicago scholar who was labeled an "unrepentant terrorist" in the heat of the 2008 presidential election, is one of the AERA officers taking their posts today.


Crowds are thinner at the ed research extravaganza, and organizers are blaming both the economy and the locale.


A top aide to Arne Duncan hints that education research may do better in the president's proposed 2010 budget than it did in the economic-stimulus package.


A handful of U.S. and foreign researchers at the AERA conference offered insight into charter-style schools in other countries.


A new study finds that the odds of teachers in charter schools leaving their jobs is 230 percent greater than teachers at traditional public schools in their states.


The Philadelphia school system began a long-running — and much-studied — experiment with privately managed schools in 2002. That's when frustrated state officials took over the struggling district, parceling out some of the worst-performing schools to for-profit and nonprofit providers. Studies continue to differ, though, on how well that little venture has worked out. The newest such study, posted online today at the American Journal of Education, makes the case that, at least in the middle grades, the privately managed schools have not kept up, academically, with the rest of the system's schools. Researcher Vaughan Byrnes of Johns Hopkins University analyzed...


In yesterday's post on an updated study of Teach For America teachers in North Carolina high schools, I mused about whether the same pattern of findings would hold true in elementary schools. In other words, would Teach For America teachers be more effective than the teachers that students would otherwise have? Apparently so, according to reader Paul Decker. Decker, who also happens to be the president and chief executive officer of Mathematica Policy Research Inc., reminded me of a study he co-authored in 2004 that involved more than 2,000 students in elementary schools in Chicago, Los Angeles, Houston, New ...


The Urban Institute made national headlines last spring when it released an influential study suggesting that Teach For America recruits were more effective than other teachers in North Carolina's high schools. One criticism of the study at the time, though, was that the researchers were comparing the TFA teachers with a group of teachers with a hodgepodge of training. In answer to the critics, researchers Zeyu Wu, Jane Hannaway, and Colin Taylor decided to update their study with a larger sample of teachers and students. They added data for 32 teachers and more than 2,000 students, and re-ran the ...


The blogs were buzzing over the weekend with the latest findings from the federal evaluation of the District of Columbia's Opportunity Scholarship Program. You can catch some of the chatter here and here. Also, see the full story on EdWeek's homepage today. Begun in 2004, the program attracts notice because it's the first federally funded school voucher program in the United States and it's up for renewal. In the first two years of the study, though, the federally funded researchers found the voucher students were not doing any better academically than those who had applied for—but failed to nab—one...


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