January 27, 2010

This Issue
Vol. 29, Issue 19
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Cost, reliability, and governance may deter states from using the kind of open-ended questions called for by Race to the Top.
One district's use of "response to intervention" with students learning English has helped increase test scores.
A capstone book from Chicago researchers sees the interplay of those “essential supports” as critical to improving student outcomes.
Now facing a gantlet of reviewers, states’ applications for the competitive grants contain common themes but differ markedly in the details.
News in Brief
Report Roundup
News in Brief
Report Roundup
An advocacy group accuses the district of ‘intentional discrimination,’ but the school system says the charge is unfair.
With modest improvement in student achievement, the U.S. could see growth of nearly $41 trillion in its GDP, the analysis projects.
A Kaiser Foundation study links heavy media activity to poor grades.
Warning that school systems are facing permanent budget constraints, the authors of 10 papers present ideas for targeting spending to achieve results.
Best of the Blogs
Districts’ achievement gains could earn rewards under a renewed version of the law, the education secretary said at a national conference.
As the fiscal crisis continues, the governor's planned cuts spark local pushback.
Policy Brief
The president says he will ask for an additional $1.35 billion in his fiscal 2011 budget request and open the competition to school districts.
With the push for more charter schools, it's time to address the thorny issue of students with special needs, writes Harvard professor Thomas Hehir.
We must and can produce ways to evaluate teachers that are fair, rigorous, and valid, and offer helpful feedback, Linda Tyler writes.
Plans to improve math and science teaching may be putting too much stress on recruiting new teachers, writes Nobel Prize-winning physicist Leon Lederman.
Different kids have different needs, and schools need to pursue particular strategies for particular students, writes former high school history teacher Jack Schneider.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Annenberg Foundation, the Bill & Melinda Gates Foundation, the Carnegie Corporation of New York, the Eli and Edythe Broad Foundation, the Ewing Marion Kauffman Foundation, the Ford Foundation, the Joyce Foundation, the Pew Charitable Trusts, the Spencer Foundation, the Wallace Foundation, and the William and Flora Hewlett Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations.

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