greatlakescenter.org - The Great Lakes Center for Education Research and Practice

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The Great Lakes Center for Education Research and Practice
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Russell W. Rumberger
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University of California Santa Barbara
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Throughout history, a childâs zip code has determined their educational opportunities, due to the tight relationship between racially segregated and unequal housing and schools. Research has revealed that racial inequality in American housing and schools is sustained by an iterative relationship between intangible and tangible factors in the housing-school choice process. According to a brief by Amy Stuart Wells, Teachers College, the nation may now have the ideal opportunity to address this housing-school nexus.
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As part of a series of briefs being released by the National Education Policy Center with funding from the Great Lakes Center for Education Research and Practice, William J. Mathis and Kevin Welner, University of Colorado Boulder, discuss three forces impacting teachers: (a) alternative (fast-track or no-track) teacher preparation and licensure; (b) teacher evaluation approaches that are largely focused on studentsâ test scores; and (c) scripted, narrow curriculum that can be constricting and demoralizing for high-quality teachers.
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As part of its working paper series, the National Bureau of Economic Research (NBER) recently released a report examining the outcomes of Floridaâs third-grade retention policy. The report concluded, contrary to the conventional wisdom on grade retention, that third-grade retention had positive effects on the following yearâs test results, but the effects fade, with no effect on graduation. Despite this, an academic review finds several shortcomings that severely limit the reportâs usefulness.
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Think Twice Think Tank Review Project
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Policy Briefs
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School Improvement Grant program in need of reform.
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great lakes education, great lakes, great lakes educational, predictors of teacher attrition schools, does size matter

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