The rigorous research ETS conducts into the causes and consequences of education inequity is the cornerstone of our efforts to close the achievement gap. The information we have compiled and analyzed over many years enables us to develop innovations in educational assessment, collaborate effectively with our partners, and raise awareness of issues and attitudes that must be overcome to achieve universal education.
By Robert Schwartz and Beth Brody
Fall 2012
This issue of ETS Policy Notes (Vol. 20, No. 3) provides highlights from the Salzburg Global Seminar in December 2011. The seminar focused on bettering the educational and life prospects of students up to age 18 worldwide.
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By Deborah Yaffe
Summer 2012
This issue of ETS Policy Notes (Volume 20, Number 2) provides highlights from the second in ETS's "Saturdays at ETS" series on the challenges facing standards-based education reform. The conference was co-convened by the Council for Opportunity in Education, the Education Law Center and the National Urban League.
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By Debra J. Ackerman and Richard J. Coley
February 2012
This report identifies and describes state-funded Pre–K assessment policies and programs operating in 2012 and discusses the special challenges related to assessing your children.
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By Richard J. Coley
June 2011
This brief statistical profile of the educational and life status of Black males
provides a snapshot of the rugged terrain many Black boys traverse during the course of their lives and how it impacts a child's development.
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By Deborah Yaffe
Spring 2011
This issue of ETS Policy Notes (Vol. 19, No. 2) provides highlights from the first of three international conferences on education and social mobility co-sponsored by ETS and the Salzburg Global Seminar (SGS).
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report (PDF)
By Paul E. Barton and Richard J. Coley
July 2010
This report examines the available data on when, why and how the achievement gap
between Black and White students began to narrow and looks for clues to the mystery
of why that progress stopped.
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report (PDF)
By Catherine M. Millett and Michael T. Nettles
December 2009
This report provides an external evaluation of the return on the investment of The
Goldman Sachs Foundation (GSF) resources in the United States. ETS evaluates and
profiles the return-on-investment of seven of the U.S.-based programs.
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the report (PDF)
By Paul E. Barton and Richard J. Coley
April 2009
This updated report tracks 16 factors related to academic performance, ranging from low
birth weight to teacher quality. While some gaps have narrowed, others have widened.
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By Marta Tienda
March 2009
The 2009 Tomás Rivera Lecture, presented by Marta Tienda, explores the opportunities and challenges experienced by the rapidly growing school-age Hispanic population in the
United States.
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By Catherine M. Millett, David G. Payne, Carol A. Dwyer, Leslie M. Stickler, and Jon J. Alexiou
2008
This report presents a practical approach to help the educational community meet the
call for accountability while respecting the diverse attributes of students, faculty and the institutions themselves.
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report (PDF)
By Philip Handwerk, Namrata Tognatta, Richard J. Coley and Drew H. Gitomer
July 2008
This report describes differences in AP® program activity across high
schools with different enrollment, geographic, racial/ethnic and socioeconomic
characteristics.
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report (PDF)
By Paul E. Barton and Richard J. Coley
May 2008
This report provides a panoramic view of educational achievement by examining a variety of data and measures beyond those that are typically reported.
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By Paul E. Barton and Richard J. Coley
September 2007
This report addresses the challenges of helping families prepare their children for school success, which was the subject of "The Family: America's Smallest School," the 14th in ETS's series of "Addressing
Achievement Gaps" symposia.
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By Irwin Kirsch, Henry Braun, Kentaro Yamamoto and Andrew Sum
January 2007
This report looks at the convergence of three powerful sociological and economical forces that are changing our nation's future: substantial disparities in skill levels (reading and math), seismic economic changes (widening wage gaps), sweeping demographic shifts (less education, lower skills). There is little chance that economic opportunities will improve among key segments of our population if we follow our current path.
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By Patricia Gándara
December 2005
This Policy Information Report focuses on the unique needs of high-achieving Latino students, a group frequently overlooked in discussions about the achievement gap.
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By Paul E. Barton
February 2005
This Policy Information Report documents high and rising high school dropout rates, declining investments in second-chance programs, and deteriorating opportunities for dropouts in the job market.
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By Brent Bridgeman and Cathy Wendler
January 2005
This report finds that, regardless of race/ethnicity, students who take rigorous courses and actively participate in their high schools can achieve high scores on the SAT®.
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