Resource Library

Developmental evaluation supports grant-funded initiatives seeking innovation and change. Programs born from aspirational grant language and plans often need guidance as they work toward creating workable models for social innovation.

Many most well-known charter schools in the United States use a No Excuses approach. We conduct the first meta-analysis of the achievement impacts of No Excuses charter schools, focusing on experimental, lottery-based studies.

The two fastest growing school choice options are charter schools and private school choice programs, which include vouchers, tax credit scholarships, and education savings accounts. Most research assessing the effects of these programs focuses on student achievement.

Opponents of charter schools argue these schools cream-skim the best students from traditional public schools and push out hard-to-educate students.

This study examined the school memories of a cohort of bilingual pre-service teachers who experienced school as English Learners. As part of a course assignment, participants described a memory from elementary school and later used that memory to reflect on its future impact on their teaching.

Using a mixed methods comparative case study, the researcher explored the dual language contexts at each school before examining the second- through fifth-grade Spanish and English reading biliteracy trajectories.

This article describes a pilot study conducted by teacher candidates (TCs) at an elementary level charter school in Buffalo, New York.

Many educators in public schools in the United States experience challenges in meeting the unique needs of the growing population of English learners who must simultaneously attain academic skills while acquiring English language proficiency.

Learners' language background is one of the factors which may influence the amount and functions of own-language use in English instruction.

This exploratory quantitative study described school counselors' self-efficacy with English language learners. Findings suggest that school counselors with exposure to and experiences with English language learners have higher levels of self-efficacy.