October 28, 1987

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Vol. 07, Issue 08
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The proposed legislative expansion of the National Assessment of Educational Progress to provide state-by-state comparative data, both in subjects currently tested and in additional ones, holds dangerous philosophical and political implications.
For too many students in the United States--and especially for those from economically and educationally disadvantaged backgrounds--schools are failing.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Eli and Edythe Broad Foundation, the Bill & Melinda Gates Foundation, the CME Group Foundation, the Carnegie Corporation of New York, the Jack Kent Cooke Foundation, the Joyce Foundation, the NoVo Foundation, the Noyce Foundation, the Raikes Foundation, the Wallace Foundation, and the Walton Family Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations. Additional grants in support of Editorial Projects in Education’s data journalism and video capacity come from the Leona M. and Harry B. Helmsley Charitable Trust and the Schott Foundation for Public Education. (Updated 1/1/2017)

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