After up to four years of intervention, students with mild or moderate intellectual disabilities were able to read 1st-grade-level text, new research finds.
As he prepares to depart for the Chicago-based Spencer Foundation, John Q. Easton reflects on his time at the Institute of Education Sciences and also on the future of federal educational research.
Findings of three new studies suggest that some students may benefit from STEM-focused schools, but that, overall, they're not necessarily more effective.
The 2014 edition of the annual report also notes that individuals with a bachelor's degree earned more than twice as much as high school dropouts.
The University of North Carolina's Frank Porter Graham Child Development Institute has launched a new center that will help design, implement, and evaluate preschool programs.
Institute of Education Sciences Director John Q. Easton is expected to announce later today that he will step down to take a job at the Chicago-based Spencer Foundation.
In Madison, Wis., researchers have found that simple writing exercises helped reduce the achievement gaps in the middle schools where they were most problematic.
A new study finds that certain types of parent involvement may make more of a difference than others when it comes to schools' efforts to make Adequate Yearly Progress toward improving their test scores under No Child Left Behind.
A new study finds that all kindergartners learn more math if their classmates are highly engaged but that some benefit more than others.
Some teenagers think it's funny to lie on surveys but their deception can dramatically skew research results.