Will a longer school day help close the achievement gap?, By Amanda Paulson, November 1, 2009, Christian Science Monitor: “Going to school from 8 a.m. until 5 p.m. may sound like a student’s nightmare, but Sydney Shaw, a seventh-grader at the Alain Locke Charter Academy on Chicago’s West Side, has come to like it - as well as the extra 20 or so days that she’s in class a year. ‘I’m sure every kid at this school says bad things about the schedule sometimes,’ says Sydney, who was at school on Columbus Day, when most Chicago schools had a holiday. ‘But deep down, we all know it’s for our benefit.’ Finding ways to give kids more classroom time, through longer hours, a longer school year, or both, is getting more attention. President Obama and Education Secretary Arne Duncan support a lengthier timetable. Many education reformers agree that more time at school is a key step. Charter schools like Alain Locke and KIPP schools (a network of some 80 schools that are often lauded for their success with at-risk students) have made big gains in closing gaps in student achievement, partly through expanded schedules. Other schools have been making strides, too - notably in Massachusetts and in the New Orleans system…”

More districts use income, not race, as basis for busing, By Jordan Schrader, November 2, 2009, USA Today: “Struggling to improve schools that have large populations of poor and minority students and under legal pressure to avoid racial busing, a small but growing group of school districts are integrating schools by income. More than 60 school systems now use socioeconomic status as a factor in school assignments, says Richard Kahlenberg, a senior fellow at the Century Foundation, which studies income inequality. Students in Champaign, Ill.; Kalamazoo, Mich.; and Louisville have returned this year to income-based assignments…”

Illinois school test scores: Income-based gap proves hard to close, By Tara Malone and Darnell Little, October 30, 2009, Chicago Tribune: “Surrounded by sports fields and suburban lawns, Hadley Junior High School could be the envy of the state. Nine of every 10 students at the Glen Ellyn school passed state exams in reading and math, according to the 2009 Illinois School Report Card made public Friday. But average scores belie a widespread problem the federal government has spent billions trying to fix nationwide: While at least 95 percent of Hadley’s well-off students passed the eighth-grade reading and math tests, about half of their low-income classmates met the same goals, revealing an achievement gap that is as persistent as it is pernicious. Seven years after the federal No Child Left Behind Law ambitiously pledged to eliminate such disparities and invested nearly $6.2 billion in Illinois schools alone, the progress has been modest and isolated. While the performance gap between advantaged and disadvantaged grade school children narrowed in Illinois since 2002 — in math, the margin shrunk by at least 13 percentage points in third, fifth and eighth grades — the divide among high school juniors actually widened slightly in math and reading…”

• Student ‘proficiency’: What is your state’s definition?, By Amanda Paulson, October 29, 2009, Christian Science Monitor: “How advanced a student is may have more to do with where he lives than how much he knows. Under the No Child Left Behind Act, states are under pressure to bring more students up to ‘proficiency’ every year. But each state can define what proficiency means differently. A new report shows just how widely these definitions vary. ‘A proficient reader in State A may be very different from a proficient reader in State B - even though those students may have the same academic skill,’ says Peggy Carr, associate commissioner for assessment at the National Center for Education Statistics (NCES), which released the study Thursday…”
• Federal researchers find lower standards in schools, By Sam Dillon, October 29, 2009, New York Times: “A new federal study shows that nearly a third of the states lowered their academic proficiency standards in recent years, a step that helps schools stay ahead of sanctions under the No Child Left Behind law. But lowering standards also confuses parents about how children’s achievement compares with those in other states and countries. The study, released Thursday, was the first by the federal Department of Education’s research arm to use a statistical comparison between federal and state tests to analyze whether states had changed their testing standards. It found that 15 states lowered their proficiency standards in fourth- or eighth-grade reading or math from 2005 to 2007. Three states, Maine, Oklahoma and Wyoming, lowered standards in both subjects at both grade levels, the study said…”
• Report: States set low bar for student achievement, By Libby Quaid (AP), October 29, 2009, Idaho Statesman: “Many states declare students to have grade-level mastery of reading and math when they do not, the Education Department reported Thursday. The agency compared state achievement standards to the more challenging standards behind the federally funded National Assessment of Educational Progress. State standards were lower, and there were big differences in where each state set the bar…”

Research shows value of preschool for poor, By Joe Smydo, October 23, 2009, Pittsburgh Post-Gazette: “Research released yesterday should end the debate over whether pre-kindergarten classes help level the playing field for the state’s most vulnerable children, researchers and study sponsors said. The three-year study of 10,000 children showed the state’s Pre-K Counts program helped the students improve math, literacy and social skills; helped put them on track for kindergarten; and reduced their need for special-education services…”

D.C. school vouchers have a brighter outlook in Congress, By Robert Tomsho, October 19, 2009, Wall Street Journal: “The District of Columbia’s embattled school-voucher program, which lawmakers appeared to have killed earlier this year, looks like it could still survive. Congress voted in March not to fund the program, which provides certificates to pay for recipients’ private-school tuition, after the current school year. But after months of pro-voucher rallies, a television-advertising campaign and statements of support by local political leaders, backers say they are more confident about its prospects. Even some Democrats, many of whom have opposed voucher efforts, have been supportive…”

Teacher inequalities still haunt Nashville schools, By Jaime Sarrio, October 18, 2009, The Tennessean: “Students attending schools at the center of Metro’s controversial rezoning plan are more likely to be taught by inexperienced teachers, despite incentives to attract and retain staff at the high-poverty schools. Teachers at nine select schools affected by the rezoning were offered a 5 percent pay increase or the chance to earn more money through training sessions, but at every school the average level of teaching experience decreased. The problem goes beyond schools involved in the rezoning. Across the district, poor students are more likely to be taught by a new teacher than are their wealthier peers. It’s a trend that has gotten worse in the past year, according to a Tennessean analysis of teacher profile data…”

• No improvement for fourth-graders on national math test, By Amanda Paulson, October 14, 2009, Christian Science Monitor: “For the first time since 1990, America’s fourth-graders showed no improvement in math - a disappointing finding in the latest release from the National Assessment of Educational Progress (NAEP), known as the nation’s report card. In four states, scores for fourth-graders actually declined between 2007 and 2009 - the first time any state has shown a drop since all 50 states began participating in the assessment in 2003. The news is better at the eighth-grade level, where scores did rise by two points since 2007. But achievement gaps between white and minority students stayed the same…”
• Math results show racial achievement gap hasn’t changed, By Tom Weber, October 14, 2009, Minnesota Public Radio: “Fourth and eighth graders in Minnesota continue to rank near the top in the nation in math, according to new national test results. But the new report also exposes a key shortcoming for both Minnesota and the nation — the gap between how well white students perform compared to students of color. According to the National Assessment of Educational Progress, Minnesota fourth-graders ranked third in the nation for math, and the state’s eighth-graders ranked second…”

• Close Oregon’s achievement gap by starting early, study urges, By Kimberly Melton, September 14, 2009, The Oregonian: “A new report from the Chalkboard Project highlights a persistent achievement gap between Latino students and white students in Oregon that starts as early as third grade. It suggests the key to narrowing the gap is to start working with students early. The report, released Monday, echoes the conclusion of an earlier study of the achievement gap between black and white students in Multnomah County that recommended focusing more on prevention than intervention…”
• A blueprint for closing the gap, Editorial, September 15, 2009, The Oregonian: “As a new study of Oregon’s achievement gap makes clear, the state should put more effort into early intervention and dig deeper into what works. The stubborn gap in academic achievement in Oregon between Hispanic students and their white classmates used to be somewhat of a mystery. Not any more. The main causes of this gap are well-diagnosed. So are at least some of the solutions, plus the areas desperately needing further research…”

• Achievement gap still splits white, black students, By Libby Quaid (AP), July 14, 2009, Washington Post: “Despite unprecedented efforts to improve minority achievement in the past decade, the gap between black and white students remains frustratingly wide, according to an Education Department report released Tuesday…”
• Black-white achievement gap smaller in Va. than Md., By Nick Anderson, July 15, 2009, Washington Post: “The achievement gap between black and white students is smaller in Virginia than in Maryland, according to a federal analysis released yesterday that illuminates how states compare on a key measure of academic disparity…”
• Young students improve, but later minority achievement gap remains, By Greg Toppo, USA Today, July 14, 2009: “For decades, public schools have focused on closing the stubborn achievement gap that separates African-American children from their white peers. New data out today from the U.S. Education Department show that the effort may have a limited shelf life for kids…”
• Racial student achievement gap stands wide in state, By Gayle Worland, July 15, 2009, Wisconsin State Journal: “Wisconsin is the only state in the nation where the achievement gap between black and white students in reading and math in both fourth and eighth grades exceeds the national average, according to a U.S. Department of Education report released Tuesday…”