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Full-Text Articles in Education
Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter
Act 35 Report Card, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The Office for Education Policy (OEP) has recently revisited Act 35 of the Arkansas General Assembly’s second extraordinary session of 2003 to highlight the Act’s provisions and assess the Arkansas Department of Education (ADE) and the State Board of Education’s progress in addressing those accountability measures. This report is part of the OEP’s continuing effort to keep our constituents informed of the extent to which reforms are being implemented in Arkansas. What follows is a description of the Act and of the report card; for the itemized and detailed complete report card, please see the table below
Salaries For Arkansas Teachers, Sarah C. Mckenzie, Gary W. Ritter
Salaries For Arkansas Teachers, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
Over the last twenty years, teacher salaries have become a prominent topic in state and national education policy circles. Many contend that an earnings gap between teachers and other college graduates has become substantial and widened over the last few decades (American Council on Education Division of Government and Public Affairs, 1997; Henke, Chen, & Geis, 2000; Olson, 2000). The debate over whether teacher salaries are adequate is certainly open as more research appears from those arguing to increase salaries and those arguing that education money should be spent elsewhere (for a discussion of the adequacy and equity of teacher …
Supplemental Education Services In Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Supplemental Education Services In Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
The federal No Child Left Behind (NCLB) Act of 2001 gives eligible students who attend Title I schools not making adequate yearly progress (AYP) for at least three consecutive years the right to receive free supplemental education services, such as after-school tutoring. Under NCLB, states must provide a list of approved supplemental services providers to districts, who then, theoretically, provide the list to parents of eligible students prior to the start of the school year, so that they can choose the best provider for their children (U. S. Department of Education, 2005).
Alternative Learning Environments In Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Alternative Learning Environments In Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
One intervention that has been shown to be successful in helping students who have not done well in traditional school settings is alternative learning environments (ALE), or alternative schools (Lehr, Lanners, & Lange, 2003). The U.S. Department of Education (2002) defines an alternative school as “a public elementary/secondary school that addresses the needs of students that typically cannot be met in a regular school, provides nontraditional education, serves as an adjunct to a regular school, or falls outside the categories for regular, special education or vocational education.”
Comprehensive School Reform: A Proven School Improvement Method For Troubled Schools, Sarah C. Mckenzie, Gary W. Ritter
Comprehensive School Reform: A Proven School Improvement Method For Troubled Schools, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
As legislators in Arkansas begin to consider options for spending both Title I and categorical funds and as school leaders in Arkansas look for proven options that will increase student performance, especially for low performing schools that serve low income students, comprehensive school reform (CSR) is one researchsupported option to consider.
Education Week’S 2006 Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Education Week’S 2006 Report On Arkansas, Sarah C. Mckenzie, Gary W. Ritter
Policy Briefs
In an attempt to gauge the educational progress of the nation and each state, Education Week has published state report cards since 1997 in its annual Quality Counts series. Released in early 2006, the 10th annual report, Quality Counts at 10: A Decade of Standards-Based Education, examines the progress that states have made on a core set of policy indicators related to standards-based education over the past decade: student achievement, standards and accountability, efforts to improve teacher quality, school climate, and resource equity. This policy brief summarizes Arkansas’ ratings on the 2006 report, compares Arkansas to its border states on …