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ERIC Number: ED506871
Record Type: Non-Journal
Publication Date: 2003-Oct
Pages: 40
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The 2003 Brown Center Report on American Education: How Well Are American Students Learning? With Special Sections on Homework, Charter Schools, and Rural School Achievement. Volume I, Number 4
Loveless, Tom
Brookings Institution
This year's Brown Center Report examines several issues that are important to No Child Left Behind and ongoing efforts to improve American schools. The first section of the report analyzes the latest data on student achievement and asks how the nation's students are doing in reading and mathematics. Achievement in rural schools receives a closer look. The second section is a study of homework. Conventional wisdom is that higher academic standards, a bedrock of No Child Left Behind, have driven up the amount of students' homework. Stories of tired, over-worked kids abound. After examining several different sources of data on the topic, the study concludes that virtually no evidence exists that homework has increased in recent years, nor that the homework load has become--or ever was--overwhelming. The stories of children laboring under onerous amounts of homework appear to feature a small proportion of children who, though their predicaments are real, are not typical. The third section of the report presents a follow-up of last year's study on charter schools. This year's study examines charters' test scores, with a special focus on achievement in conversion charters, schools that were previously regular public schools and converted to charter status, and charters managed by educational management organizations (EMOs), professional management firms. Both types of charter school can lay claim to a particular form of expertise. When a regular public school converts to a charter school, the most talented and experienced teachers and administrators usually stay on board. The very existence of educational management organizations is based on the premise that expert managers, who are usually not educators and come from the private sector, can employ their leadership skills to make schools more productive. (Contains 16 tables, 8 figures, and 35 endnotes.) [Funding for this report was provided by The Brown Foundation, Inc. For Volume I, Number 3, "The 2002 Brown Center Report on American Education: How Well Are American Students Learning? With Sections on Arithmetic, High School Culture, and Charter Schools," see ED468851.]
Brookings Institution Press. 1775 Massachusetts Avenue NW, Washington, DC 20036. Tel: 202-797-6000; Fax: 202-797-6004; e-mail: webmaster@brookings.edu; Web site: http://www.brookings.edu
Publication Type: Reports - Evaluative
Education Level: Adult Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Brookings Institution, Brown Center on Education Policy
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001