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achievement gap

In an impoverished corner of Phoenix, just north of Sky Harbor International Airport, the first school district in Arizona to adopt a 200-day calendar is reporting impressive academic improvements after only one year.

The Center on Education Policy released three studies in June summarizing the achievement of minority students since the implementation of No Child Left Behind in 2002. Each of the three studies—analyzing the performances of African-American, Asian, and Latino students, and named Student Achievement Policy Briefs 1, 2 and 3 respectively— used official data from all 50 states from 2002 to the present.

From selecting appropriate curricula and teachers to providing classrooms with bathrooms easily accessible to 4-year-olds, public preschool programs present challenges to districts that run the programs, which are designed to prepare children to get off to a good start when they enter kindergarten.

Education reformer and writer Whitney Tilson, who helped launch Teach for America in 1989, has a dream: that little boys and little girls of all economic backgrounds in the United States have the same education.

He put his dream into a documentary film, A Right Denied: The Critical Need for Genuine School Reform, which was released in April 2010 and produced by documentary filmmaker Bob Compton.

In late March, the Los Angeles Unified School District became the first of at least 32 K12 school districts nationwide to undergo federal compliance reviews intended to spotlight possible discrimination against specific groups of students that has resulted in persistent achievement gaps on standardized tests.

The Office for Civil Rights in the U.S. Department of Education, which has a mission to ensure equal access to education, according to its Web site, hopes to use these compliance reviews to provide technical assistance to help districts improve their performance.

Is a longer school day and school year a ticket to higher achievement? Recent reports on 26 schools throughout Massachusetts and 39 schools in Miami-Dade (Fla.) County Public Schools provide widely different answers.

How can teachers help students learn, remember, and apply academic skills and concepts? To answer this question, a panel of experts convened by the U.S. Department of Education recently examined research in cognitive science, experimental psychology, education, and educational technology. The focus was on instructional procedures and timing for increasing learning and memory.