Charters were meant to be a hotbed for innovation, so it's no surprise that they're one of the most-studied types of schools (and school reforms). I summarized some of the most recent research on charter schools for our business and innovation special report.
For "Does Shortening the School Week Impact Student Performance? Evidence from the Four-Day School Week," Mary Beth Walker of the Andrew Young School of Policy Studies at Georgia State University and D. Mark Anderson of Montana State University examined rural schools' fourth grade reading and fifth grade math scores on the Colorado Student Assessment Program. The researchers looked at math scores from 2001-2010 and reading scores from 2000-2010 for schools with both four-day and traditional school weeks.
From guest blogger Hannah Rose Sacks How much sleep do students need to do well in school? It's not necessarily as much as previously thought. However, a new study conducted by Eric R. Eide and Mark H. Showalter of Brigham Young University says the real answer is: it depends. The study, published online in January by Eastern Economic Journal, sought to determine the optimal number of hours students need to achieve at the highest levels. To determine the optimal amount of sleep, they compared standardized test scores in mathematics and reading with the self-reported number of hours students were typically ...
"Estimating the Effect of Leaders on Public Sector Productivity: The Case of School Principals," a new working paper from Gregory F. Branch of the University of Texas, Dallas, Eric A. Hanushek of Stanford University, and Steven G. Rivkin of Amherst College sets out to answer these and other questions about effective principals, using data on 7,429 principals from the University of Texas, Dallas's Texas Schools Project. The researchers attempt to account for year–to–year fluctuation in school performance while also gauging a principal's effectiveness. They investigate how principals affect a school's staff, looking to see how the quality...
A new report called "We Can't Even Ask For Help" looks to debunk the myth of the "model minority," which, the authors say, can lead to Asian-heritage students not getting the help they need. The report, put out by the Coalition for Asian American Children and Families and Pumphouse Projects, highlights the diversity of Asian–American and Pacific–American students in New York City schools. The upshot is that many of these students face challenges— with immigration status, poverty, English-language skills— that aren't always effectively addressed by schools.
Yesterday, the Spencer Foundation issued a Request for Proposals for research into data-based educational reforms.
And yet, as schools around the country use students' test scores and other data to determine who needs to learn what (and how), there have not been many large-scale studies on the effectiveness of data-driven reforms. I took a look at some new research trying to address this gap in an Education Week article
Just as race-based affirmative action in higher education is set to make another appearance in the U.S. Supreme Court, new research from the University of Michigan, Ann Arbor's Geoffrey T. Wodtke suggests, among other things, that highly educated people are not more likely than the less-educated to support racial preferences like affirmative action.
Researchers in the University of Toronto's neuroscience department are planning to launch a website that will make information about neuroscience and students' brains available to educators this fall.
Researchers from Washington University, St. Louis, and the University of California, Los Angeles used data from the Centers for Disease Control and Prevention analyze the relationship between the number of births to girls between 15-17 from 1997-2005 and the components of states' sexuality education programs from 1996-2004 (the years that would have influenced the birth rates for '97-'05).