Academic achievement (1 - 10 of 34 items)
K-12 Education: Most Eighth Grade Students Are Not Proficient in Geography
GAO-16-7: Published: Oct 15, 2015. Publicly Released: Oct 15, 2015.
About three-quarters of eighth grade students—the only grade for which trend data are available—were not “proficient” in geography in 2014, according to GAO's analysis of nationally representative data from the Department of Education (Education). Specifically, these students had not demonstrated solid competence in the subject, and the proficiency levels of eighth grade students have show...
Higher Education: Education Should Strengthen Oversight of Schools and Accreditors [Reissued on January 22, 2015]
GAO-15-59: Published: Dec 22, 2014. Publicly Released: Dec 22, 2014.
Over a 4-1/2-year period, accreditors—independent agencies recognized by the Department of Education (Education)—sanctioned about 8 percent of schools for not meeting accreditor standards. They terminated accreditation for about 1 percent of accredited schools, thereby ending the schools' access to federal student aid funds. Accreditors must be officially recognized by Education as reliable au...
Indian Affairs: Better Management and Accountability Needed to Improve Indian Education
GAO-13-774: Published: Sep 24, 2013. Publicly Released: Sep 24, 2013.
Students in Bureau of Indian Education (BIE) schools perform consistently below Indian students in public schools on national and state assessments. For example, based on estimates from a 2011 study using national assessment data, in 4th grade, BIE students on average scored 22 points lower for reading and 14 points lower for math than Indian students attending public schools. The gap in scores is...
Education Needs to Further Examine Data Collection on English Language Learners in Charter Schools
GAO-13-655R: Published: Jul 17, 2013. Publicly Released: Aug 15, 2013.
GAO was unable to compare ELL enrollment in charter schools to ELL enrollment in traditional public schools because Education's only available data on school-level ELL enrollment were unreliable and incomplete. Specifically, for over one-third of charter schools, the field for reporting the counts of ELLs enrolled in ELL programs was left blank. These blank fields cannot reliably be interpreted to...
Teacher Quality: Sustained Coordination among Key Federal Education Programs Could Enhance State Efforts to Improve Teacher Quality
GAO-09-593: Published: Jul 6, 2009. Publicly Released: Aug 7, 2009.
Policymakers and researchers have focused on improving the quality of our nation's 3 million teachers to raise the achievement of students in key academic areas, such as reading and mathematics. Given the importance of teacher quality to student achievement and the key role federal and state governments play in supporting teacher quality, GAO's objectives included examining (1) the extent that the...
District of Columbia Public Schools: Important Steps Taken to Continue Reform Efforts, But Enhanced Planning Could Improve Implementation and Sustainability
GAO-09-619: Published: Jun 26, 2009. Publicly Released: Jul 23, 2009.
In response to long-standing problems with student achievement and the management of the District of Columbia (D.C. or the District) public school system, the D.C. Council approved the Public Education Reform Amendment Act of 2007. This act made major changes to the governance of the D.C. public school system, giving the Mayor authority over public schools. This report follows a GAO testimony in M...
District of Columbia Public Schools: Implementation and Sustainability of Reform Efforts Could Benefit From Enhanced Planning
GAO-09-902T: Published: Jul 23, 2009. Publicly Released: Jul 23, 2009.
This testimony presents information on the District of Columbia's (D.C. or the District) progress in reforming its public school system. The District's school system has had long-standing problems with student academic performance, the condition of school facilities, and its overall management. The District's public schools have fallen well behind the District's own targets for demonstrating adequ...
Teacher Quality: Survey Results of State Officials on Efforts to Coordinate Teacher Quality Initiatives (GAO-09-594SP, July 2009), an E-supplement to GAO-09-593
GAO-09-594SP: Published: Jul 6, 2009. Publicly Released: Jul 6, 2009.
This is an E-supplement to GAO-09-593. It presents the results of GAO's Web-based State Surveys on Efforts to Coordinate Teacher Quality Initiatives. We administered two identical Web-based surveys-one that was sent to state education agency (SEA) officials in all 50 states and the District of Columbia; and a second to state agency for higher education (SAHE) officials in 48 states and the Distric...
Bureau of Indian Education: Improving Interior's Assistance Would Aid Tribal Groups Developing Academic Accountability Systems
GAO-08-1125T: Published: Sep 9, 2008. Publicly Released: Sep 9, 2008.
The No Child Left Behind Act (NCLBA) requires states and the Department of the Interior's Bureau of Indian Education (BIE) to define and determine whether schools are making adequate yearly progress (AYP) toward the goal of 100 percent academic proficiency. To address tribes' needs for cultural preservation, NCLBA allows tribal groups to waive all or part of BIE's definition of AYP and propose an...
Bureau of Indian Education Schools: Improving Interior's Assistance Would Help Some Tribal Groups Implement Academic Accountability Systems
GAO-08-679: Published: Jun 27, 2008. Publicly Released: Jun 27, 2008.
The No Child Left Behind Act (NCLBA) requires states and the Department of the Interior's Bureau of Indian Education (BIE) to define and determine whether schools are making adequate yearly progress (AYP) toward meeting the goal of 100 percent academic proficiency. To address tribes' needs for cultural preservation, NCLBA allows tribal groups to waive all or part of BIE's definition of AYP and pro...