This study looked at data from 28 states where high-stakes testing programs are already in place and found no systemic evidence of improved achievement after states implemented high-stakes testing programs. Report and Appendix total 236 pages in two sections.

This study examined the unintended consequences of high-stakes tests in 16 states that have implemented high-stakes graduation exams. In those states the authors found increased dropout rates, decreased graduation rates, and higher rates of younger people taking the GED equivalency exams. Report and appendix total 138 pages in two sections.

Arizona employers say the Grade 10 AIMS Mathematics exam asks questions that are not representative of math skills actually used by their employees.

A Wisconsin program to improve student achievement in kindergarten through third grade may be missing opportunities to increase student gains due to ineffective use of the professional development requirements of the SAGE law.

This report examines the nature and scope of the media coverage of education-related documents and education spokespersons from the Heritage Foundation during 2001.

This report investigates the topics taken up in education-related editorials in four of the nation's leading newspapers between January 1 - September 11, 2001.

This report summarizes the effects of the first three years of the Arizona Education Tax Credit Law. The law, billed as one that benefits low-income families, in practice gives greater benefit to middle and upper-class families.

Edison Schools, Inc., promised it would reinvent education. As the country's largest for-profit education management organization (EMO), it offers a case study in how the industry is functioning. Bracey finds that the company's claims of improved school performance are not supported by objective data, and its political and fiscal maneuvers to win and retain contracts suggest that the demand for revenues overrides the needs of children. Bracey's report is based on research he conducted for his book, The War Against America's Public Schools: Parents' Edition, Allyn & Bacon (2002).

The number of for-profit companies managing public schools in the United States soared 70 percent in the past year, according to data compiled by the Education Policy Studies Laboratory. Profiles of For-Profit Education Management Companies, 2001-2002, is the most comprehensive resource available on the growth of so-called Education Management Organizations, or EMOs.

An analysis of the Massachusetts proposal on bilingual education.

The author discusses her perspective on the value of diversity in education.

The author argues that both schools and businesses are vulnerable to the same negative outcomes when management values profits over individuals.

This op-ed essay outlines several reasons why the Arizona Tuition Tax Credit Report helps upper- and middle-class students more than it does poor students.

This article presents a series of strong arguments against the use of school vouchers. The author argues that vouchers are unrelated to student achievement, and instead "increase school segregation, siphon funds from public schools, and use tax dollars to spread divisive ideologies."

Recent research evidence suggests that the absence of enriching summer activities that middle class children enjoy–and not the quality of schools–may bear the primary blame for the drop in test scores that many poor or minority children experience as they get older.