Jacob L. Vigdor

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No_Child_Left_Behind_Standardized_Test

As red ink continues to recede from state budgets nationwide, states and districts will find new opportunities to make smart investments in public education. The administrators who recognize the lessons of No Child Left Behind – both good and bad – will make the smartest choices.

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Join education scholars and practitioners for a discussion about the latest NCLB research and its implications for future education policy.

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Should No Child Left Behind be thought of as a well-intentioned initiative that failed? Or did it make some progress in its stated goal of improving academic achievement, particularly for disadvantaged students?

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In a new policy brief American Enterprise Institute (AEI) adjunct scholar Jacob Vigdor explains what has gone wrong with American math education and what needs to be done to fix it.

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The root of America’s mathematics problem is an excessive emphasis on equality in curriculum. Given the inherent variability in students’ math aptitude, equity can be achieved only by delivering a suboptimal education to at least some students.

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Teacher Darcy McKinnon teaches math to her seventh grade class at Samuel J. Green Charter School in New Orleans February 22, 2006.

America has a math problem. We’ve had a math problem for at least 50 years – since the Soviets launched Sputnik, if not before.

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Extra Credit: Incentivizing Teachers - feat. image

A RAND report shows New York City’s bonus program for teachers did not lead to improved student achievement. Why?

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Making teacher incentives

New research shows that a North Carolina-style incentive-pay program has the potential to improve student learning by encouraging teachers to exert more effort on the job.

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