Report States are moving beyond No Child Left Behind-era accountability to start building their own next-generation accountability systems.
Report Linked Learning offers a promising systemic approach to high school reform that is designed to address challenges facing underserved students who have been ill prepared for college and career.
Report The cognitive science that provides the basis for the Common Core State Standards will lead to improved student learning.
Issue Brief Over the past year, the Common Core State Standards have become increasingly contentious. But research shows support for the Common Core’s principles remains high.
Report America's middle class is being squeezed by stagnant—and in many cases declining—incomes and rising costs. To address the middle-class squeeze, we need to enact policies that will both increase incomes and also address rising child care, higher education, health care, housing, and retirement costs.
Issue Brief The national movement surrounding the crisis of sexual assaults on college campuses is encouraging, but it cannot fully address the problem without including LGBT students.
Issue Brief Several colleges and universities have greater success than others graduating students of color and low-income students, as well as closing gaps across demographics, which offers a promising model for other higher-education institutions.
Issue Brief Low pay prevents talented and experienced teachers from living a middle-class life.
Issue Brief Some school districts are more productive than others, but district leaders might have little control over spending their funds in ways that can improve outcomes.
To ensure successful outcomes for all students, our nation must do more to improve the fair and productive use of school dollars.
Report We need to address inequity in state aid to school districts in order to help fiscally disadvantaged districts reach a level playing field.
New data show that 95 percent of principals believe they have a major influence on teacher evaluation, yet they do not receive the professional support they need to take on new responsibilities related to teacher evaluation.