<p>Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.</p>

Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

Politics & Social Sciences

Marsh, Julie A.

McCombs, Jennifer Sloan

Hamilton, Laura S.

Stecher, Brian M.

Robyn, Abby

Social Sciences

RAND Corporation

The New York City Department of Education asked Rand to conduct an independent longitudinal evaluation of its 5thgrade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy1s implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.

Ending Social Promotion Without Leaving Children Behind: The Case of New York City (Rand Corporation Monograph)

The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their out-of-school-time systems. The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and student outcomes.

Hours of Opportunity: The Power of Data to Improve After-School Programs Citywide

Education & Teaching

Schools & Teaching

<p>Research has shown that students skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. School districts and summer programming providers can benefit from the lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding.</p>

Making Summer Count: How Summer Programs Can Boost Children's Learning (Rand Corporation Monograph)

The Wallace Foundation’s National Summer Learning Study, conducted by RAND and launched in 2011, offers the first assessment of district-run voluntary summer programs over the short and long run. This report, the second of five that will result from the study, looks at how summer programs affected student performance on math, reading, and social and emotional assessments in fall 2013.

Ready for Fall?: Near-Term Effects of Voluntary Summer Learning Programs on Low-Income Students' Learning Opportunities and Outcomes (Rand Summer Learning)

Zakaras, Laura

Pane, John F.

Augustine, Catherine H.

Schwartz, Heather L.

Martorell, Paco

The National Summer Learning Project, launched by the Wallace Foundation in 2011, includes an assessment of the effectiveness of voluntary, district-led summer learning programs offered at no cost to low-income, urban elementary students. In this third report in a series, RAND researchers examined student outcomes at four points during and after the years the programs were held.

Learning from Summer: Effects of Voluntary Summer Learning Programs on Low-Income Urban Youth

Schweig, Jonathan

McEachin, Andrew

Siler-Evans, Kyle

Investing in Successful Summer Programs: A Review of Evidence Under the Every Student Succeeds Act

Marsh, Terry

Naftel, Scott

Unlu, Fatih

Ziol-Guest, Kathleen M.

Gomez, Celia J.

Akinniranye, Goke

Todd, Ivy

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Books by McCombs, Jennifer Sloan