This brief examines the theoretical basis behind high-stakes accountability, the intended and unintended consequences of such systems, and proposed alternative reform models. It also reviews existing research on all models, although the research is scant for some alternatives. As a caution to research consumers, the brief also details the highly political nature of much related contemporary research.

This report finds that evidence to support girls-only and boys-only schools and classes as a means to remedy a variety of educational problems is demonstrably lacking.

This report examines the controversies surrounding the implementation of Adequate Yearly Progress (AYP) and the proposals to improve it. The report concludes that AYP is fundamentally flawed and the author recommends that it be suspended until its merits can be confirmed or refuted by scientific evidence.

This report identifies, analyzes, and critiques assumptions underpinning the U.S. Department of Education's National Education Technology Plan recommendations, and uncovers embedded advantages for business and privatization supporters.

This annual report, in its eighth edition, found that Education Management Organizations (EMOs) are consolidating and shifting business models to meet the demand for supplemental education services. Large EMOs continue to focus on managing charter primary schools and enrolling relatively large numbers of students in those schools. Fifty-one EMOs operate in 28 states and the District of Columbia, enrolling some 237,179 students. The report is the most comprehensive resource on the for-profit education management industry.

This study details the shortcomings of and political motivation behind "The 65% Solution" proposals.

This study shows that the number of high-poverty schools truly achieving at high levels on standardized tests is much lower than reported in Education Trust and Heritage Foundation studies. Unlike the previous research, this study examines test score gains over time, and only 1.1 percent of high-poverty schools were identified as "high flyers."

The heritage language revitalization programs of the four Indigenous groups researched for this study show how Native children can acquire their heritage language without sacrificing their efforts to learn English. These programs are being tested by the federal No Child Left Behind Act of 2001 and state policies that encourage the abandonment of heritage language programs in the name of raising test scores. The research shows that children who acquire proficiency in their heritage language generally outperform their peers on standardized tests.