As hundreds of districts work to turnaround low-performing schools via federal school improvement grants, administrators' strategies for supporting the schools can sometimes hinder their progress, warns a new report by the Center for American Progress and the Broad Foundation.

A research partnership led by the Carnegie Foundation for the Advancement of Teaching is using short, intense, micro-trials in real classrooms to tackle one of the thorniest problems in urban schooling: the recruitment and retention of great teachers.

Douglas Lynch, the vice dean at the University of Pennsylvania Graduate School of Education and co-creator of the school's education business plan competition, who argued for a more "improvisational" approach to federal innovation research.

A new report by the Government Accountability Office suggests the Education Department's new system for studying program effectiveness could be a model for other federal agencies.

The Institute of Education Sciences has engineered a temporary reprieve for the nation's regional education laboratories after a technical glitch threatened to eliminate their funding.

A long-awaited national study calls for a more comprehensive approach to identifying English-language learners when awarding federal grants.

A top National Science Foundation official believes researchers should be doing more to help educators trying to align their curricula to the requirements of college and the workforce.

In what may put the final nail in the coffin of the autism-vaccine scare, the British Medical Journal has reported that a famous British case study linking the measles-mumps-rubella vaccine to the developmental disorder was completely made up.

Recess whispers about who has "cooties" abound on elementary school playgrounds, but stopping this early gossip can protect its victims from social isolation and more severe bullying later on, a new University of Washington study finds.

Failure is never in fashion. Research journals don't often rush to publish a study that finds the latest innovative reading program isn't effective with poor inner-city students. And advocates of data-driven decision-making often find school leaders reluctant to dig into dismal state math tests beyond the most basic question of how to raise scores, fast. That's why I was struck by this recent speech by Diana Laufenberg, an 11th-grade American history teacher at the Science Leadership Academy in Philadelphia, on TED, a site which posts expert lectures on a variety of subjects. Ms. Laufenberg argues for the value of teaching ...

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