NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 6 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Eyer, Jonathan – Education Finance and Policy, 2018
Although the majority of school districts in the United States assign students to schools on the basis of geographic location, there is increasing interest from parents and policy makers in school choice programs. These programs allow parents (and children) to choose their school. In many cases, when students opt to attend a nonlocal school, the…
Descriptors: Educational Quality, School Choice, Student Transportation, Expenditures
Peer reviewed Peer reviewed
Direct linkDirect link
Klopfenstein, Kristin; Lively, Kit – Education Finance and Policy, 2016
When calculating class rank, high schools often give additional weight to grades earned in College Board Advanced Placement (AP) courses as an incentive for students to take hard courses. This paper examines changes in student course-taking behavior after an increase in AP grade weights at Texas high schools. We find that raising the magnitude of…
Descriptors: High School Students, Class Rank, Advanced Placement, Grades (Scholastic)
Martorell, Paco; McFarlin, Isaac, Jr.; Xue, Yu – Education Finance and Policy, 2015
About one third of college students are required to take remedial courses. Assignment to remediation is generally made on the basis of performance on a placement exam. When students are required to take a placement exam "prior" to enrolling in college-level courses, assignment to remediation may dissuade students from actually going to…
Descriptors: Academic Failure, Student Placement, College Entrance Examinations, Remedial Programs
Peer reviewed Peer reviewed
Direct linkDirect link
Baker, Bruce D.; Libby, Ken; Wiley, Kathryn – Education Finance and Policy, 2015
This article explores whether two popular policy initiatives are compatible or conflicting strategies for enhancing educational equality in diverse large urban centers. These two initiatives are (1) charter school expansion and (2) improvement of resource equity across urban public school systems through policies often referred to as weighted…
Descriptors: Charter Schools, Urban Areas, Urban Schools, Educational Resources
Peer reviewed Peer reviewed
Direct linkDirect link
Imazeki, Jennifer; Reschovsky, Andrew – Education Finance and Policy, 2006
The No Child Left Behind Act of 2001 (NCLB) requires states to establish goals for all students and for groups of students characterized by race, ethnicity, poverty, disability, and limited English proficiency and requires schools to make annual progress in meeting these goals. In a number of states, officials have argued that increased federal…
Descriptors: Federal Legislation, Educational Finance, Costs, Federal Aid
Peer reviewed Peer reviewed
Direct linkDirect link
Ritter, Gary W.; Lucas, Christopher J. – Education Finance and Policy, 2006
Achieving full compliance with the accountability provisions of the No Child Left Behind (NCLB) federal legislation poses major challenges for most of the nation's states. Structured, open-ended interviews were conducted with ranking representatives from a number of so-called high-readiness states: California, Florida, New York, South Carolina,…
Descriptors: Federal Legislation, Educational Change, Accountability, Interviews