This brief details how schools serving diverse students in California are less likely to achieve their growth targets and be subjected to stiff federal sanctions.

Summarizes ten areas of education reform research that every concerned person should know about. This summary was presented by Professor Alex Molnar at an East Valley Think Tank meeting held at Arizona State University.

This document outlines testimony presented by Professor Molnar to the Arizona Legislature Sunset Review Committee regarding the consequences of suspending statutes which provide schools with funds to fulfill court ordered desegregation measures.

Teachers of higher-achieving classes emphasize structure in both student management and lesson management.

A new review of SAGE findings answers questions on how much class-size reduction improves student achievement and which groups it affects most.

This report finds that Arizona's methods of calculating dropout rates are confusing and misleading. The author recommends the adoption of a new method.

"Lies My Teacher Still Tells" is a chapter in the recently published Critical Race Theory Perspectives on the Social Studies that discusses how social studies curriculum must develop a "critical race perspective" that it currently lacks.

The No Child Left Behind act pushes educators to use highly prescriptive and inflexible commercial phonics programs.

A new analysis says an Arizona program that gives taxpayers a dollar-for-dollar income tax credit for donations to finance tuition grants for private school seems certain to hurt the majority of poor children attending public schools. Also see a related report ("Peer Review of Education Scholarships: Expanding Opportunities for Students, Saving Taxpayers Money") concluding that expanding tax credits to corporations would compound the injustice.

The authors found that to improve teacher quality and address teacher shortages, colleges of education should work collaboratively with school districts and community colleges. The report suggests that improving retention rates for qualified teachers may be the best short-term solution for expected teacher shortages.

This annual report, in its fifth edition, found that 47 education management companies (EMOs) operate in 24 states and the District of Columbia enrolling some 190,000 students. The report is the most comprehensive resource on the for-profit education management industry.

The authors studied the effect of SAGE class reduction on teaching behaviors when assigned a class with 15 students, and teaching behaviors that more successful reduced class size teachers use.

EPRU Fellow Kevin Welner points out how state and federal standards lead to different evaluations of the same schools.

This review essay examines Diana Ravitch's book, Left Back: A Century of Failed School Reforms. According to Shaker, the book's unstated goals are to discredit John Dewey as a contributor to American education and to discredit the term "progressive" as used in the descriptor, "progressive" education.

Increasingly, companies are calling the shots in America's schools. Facing a growing gap between the cost of educating children and the cash available to do so, schools are getting desperate.

In this essay, Professor Molnar discusses the conclusions drawn from a synthesis of research on the recruitment, retention, and training of K-12 teachers and offers recommended short- and long-term solutions to address these problems. He emphasizes that no one approach works well in all situations and underscores the need for multiple models of teacher preparation and professional development.

The author responds to an Arizona Republic editorial favoring the AIMS tests.