Brookings: Experts - Tom Loveless

Smart Child Left Behind

Fri, 28 Aug 2009 00:00:00 GMT

According to a recent study, No Child Left Behind is having its intended effect—bettering the performance of low-achieving students—and also raising test scores for top students. However, Tom Loveless and Michael Petrilli find this latter conclusion flawed because state tests are poor measurements for high achieving students; the study’s depicted state trends create a misleading national picture; and the analysis does not compare today’s students with those of earlier eras.

The "Golden Age" of American Education

Thu, 27 Aug 2009 00:00:00 GMT

Education reformers are grappling with difficult, ideologically charged questions on how to improve the United States education system. But these debates have deep historical roots. Tom Loveless joins the Kojo Nnamdi Show to examine the great historical debates in American education and the myths about the golden era of American education.

The 2008 Brown Center Report on American Education: How Well Are American Students Learning?

Wed, 25 Feb 2009 00:00:00 GMT

In the 2008 Brown Center Report on American Education, Tom Loveless closely examines the Program for International Student Assessment (PISA), student achievement in the nation's largest urban school districts, and the trend of placing unprepared eighth-graders into algebra and other advanced math classes.

Policy Implications of the National Mathematics Advisory Panel Final Report

Thu, 16 Oct 2008 00:00:00 GMT

As a member of the National Mathematics Advisory Panel, Tom Loveless discusses the policy implications of the Panel's findings at the federal, state, district, and school levels, including recommendations related to state standards, curriculum frameworks, and assessments.

The Misplaced Math Student: Lost in Eighth-Grade Algebra

Mon, 22 Sep 2008 00:00:00 GMT

More U.S. eighth grade students take algebra today than any other math course. However, universal eighth grade algebra is creating more problems than it solves, writes Tom Loveless, as some 120,000 middle-schoolers are now struggling in advanced classes for which they are woefully unprepared.

High-Achieving Students in the Era of No Child Left Behind

Wed, 18 Jun 2008 00:00:00 GMT

Tom Loveless offers an analysis on the achievement trends for high-achieving students (defined, like low-achieving students, by their performance on the National Assessment of Educational Progress, or NAEP) since the early 1990s and, in more detail, since 2000.

The 2007 Brown Center Report on American Education: How Well Are American Students Learning?

Tue, 11 Dec 2007 00:00:00 GMT

The 2007 Brown Center Report on American Education examines how well American students are learning in math and reading, the enrollment patterns in private and public schools, and whether more time spent learning math increases achievement. Tom Loveless, director of the Brown Center on Education Policy, authors this report.

Lessons Learned : What International Assessments Tell Us about Math Achievement

Thu, 01 Nov 2007 00:00:00 GMT

Lessons Learned moves beyond the competition for international ranking to find strategies, both in and outside the classroom, to improve student achievement in mathematics.

The 2007 Brown Center Report on American Education

Thu, 01 Nov 2007 00:00:00 GMT

The Brown Center Report on American Education provides an accurate, nonpartisan, data-driven account of American elementary and secondary education. First published in 2000, the report continues to use the latest and best evidence available to evalua

The State of Math Standards

Wed, 25 Jul 2007 00:00:00 GMT

Interview with Tom Loveless; Education Week (7/25/07)

Brookings Papers on Education Policy: 2006-2007

Tue, 01 May 2007 00:00:00 GMT

Brookings Papers on Education Policy provides the latest thinking from nationally recognized experts on policy issues affecting grades K-12.

The 2006 Brown Center Report on American Education: How Well Are American Students Learning?

Sun, 01 Oct 2006 00:00:00 GMT

The 2006 Brown Center Report on American Education evaluates the role that student happiness and confidence play in achievement, and examines whether states are artificially inflating the number of students meeting proficiency standards mandated by the No Child Left Behind Act.

The 2006 Brown Center Report on American Education

Sun, 01 Oct 2006 00:00:00 GMT

The 2006 Brown Center Report on American Education uses the latest and best evidence available to evaluate student achievement in Americas schools. This years report analyzes test scores from the National Assessment of Educational Progress (NAEP),

The Peculiar Politics of No Child Left Behind

Tue, 01 Aug 2006 00:00:00 GMT

In this Brookings paper, Tom Loveless reviews national polling data on NCLB, examines how states have responded, and assesses whether state and local opposition to NCLB has weakened the foundation of its political support.

Getting Choice Right : Ensuring Equity and Efficiency in Education Policy

Thu, 01 Dec 2005 00:00:00 GMT

This second volume from the National Working Commission on Choice in K-12 Education examines the connections between school choice and the goals of equity and efficiency in education. The contributorsdistinguished university professors, high school

How Program Officers at Education Philanthropies View Education

Mon, 25 Apr 2005 00:00:00 GMT

Paper by Tom Loveless; AEI Conference With the Best of Intentions: Lessons Learned in K-12 Education Philanthropy(4/25/05)

The 2004 Brown Center Report on American Education: How Well Are American Students Learning?

Mon, 01 Nov 2004 00:00:00 GMT

The 2004 Brown Center Report analyzes the difficulty of items on the math portion of the National Assessment of Educational Progress (NAEP), examines the content training of middle school math teachers, and evaluates the Blue Ribbon Schools Program.

The 2004 Brown Center Report on American Education : How well are American students learning?

Mon, 01 Nov 2004 00:00:00 GMT

This year the Brown Center analyzes individual math items from the National Assessment of Education Progress (NAEP), attempting to gauge the countrys computation skills.

Computation Skills, Calculators, and Achievement Gaps: An Analysis of NAEP Items

Thu, 15 Apr 2004 00:00:00 GMT

Paper by Tom Loveless (4/15/04)

No Child Left Behind and the 2004 Campaign

Thu, 08 Jan 2004 00:00:00 GMT

Tom Loveless writes that the three main criticisms of NCLB are that it is inadequately funded, unfairly holds schools accountable for student performance, and requires an onerous amount of student testing. Loveless examines how each of these arguments will play out in the 2004 campaign.

The 2003 Brown Center Annual Report on American Education

Wed, 01 Oct 2003 00:00:00 GMT

The 2003 Brown Center Report on American Education is the fourth edition of the annual publication. It will be released October 22, 2003. The first section uses NAEP test data and test scores from the states to evaluate student achievement. The secon

Trends in Math: The Importance of Basic Skills

Mon, 01 Sep 2003 00:00:00 GMT

How are American students doing in mathematics? Trends on the two math tests of the National Assessment of Educational Progress (NAEP) show that although students have made progress in some areas of math, improvement has been disappointing when it co

Trends in Math Achievement: The Importance of Basic Skills

Thu, 06 Feb 2003 00:00:00 GMT

Tom Loveless speaks before the Secretary of Education's Mathematics Summit in Washington, D.C., on February 6, 2003. At the Department of Education's launch of its Mathematics and Science Initiative, Loveless addresses how American students are doing

Bridging the Achievement Gap

Mon, 11 Nov 2002 00:00:00 GMT

The achievement gap between white students and African American and Hispanic students has been debated by scholars and lamented by policymakers for years. This book provides, for the first time in one place, evidence that the achievement gap can be b

The 2002 Brown Center Report on American Education: How Well Are American Students Learning?

Sun, 01 Sep 2002 00:00:00 GMT

The 2002 Brown Center Report addresses how students are performing in arithmetic, the academic achievement of high schools with dominant sports teams, and charter school achievement on state tests.

The Great Curriculum Debate : How Should We Teach Reading and Math?

Fri, 02 Nov 2001 00:00:00 GMT

In the 1990s, progressives and traditionalists among American educators squared off in a dispute over reading and mathematics. Arguments over how best to teach these two subjects is detailed in The Great Curriculum Debate: How Should We Teach Reading

Draft 2004 Mathematics Framework for NAEP

Mon, 24 Sep 2001 00:00:00 GMT

Testimony by Tom Loveless, Senior Fellow and Director of Brown Center on Education Policy, The Brookings Institution, Testimony Before the National Assessment Governing Board, September 24, 2001

School Success Begins at Home

Sun, 26 Aug 2001 00:00:00 GMT

Opinion by Tom Loveless, Senior Fellow and Director, Brown Center on Education Policy, the Brookings Institution, in USAWeekend.Com on August 26, 2001.

In Praise of Mediocrity: Tattered Blue Ribbons at the Department of Education

Fri, 01 Jun 2001 00:00:00 GMT

Article by Tom Loveless, Senior Fellow, Governmental Studies, the Brookings Institution, and Paul DiPerna, Governmental Studies, the Brookings Institution, in Education Matters, Summer 2001

Searching for a Way to Close the Achievement Gap

Sun, 22 Oct 2000 00:00:00 GMT

Opinion by Tom Loveless, Senior Fellow, The Brookings Institution, in the Washington Post, October 22, 2000

Brown Center Report on American Education : 2000

Fri, 01 Sep 2000 00:00:00 GMT

This annual report card analyzes the state of American education using the latest measures of student learning, uncovers and explains important trends in achievement test scores, and identifies promising and disappointing educational reforms. Unlike

The 2000 Brown Center Report on American Education: How Well Are American Students Learning?

Fri, 01 Sep 2000 00:00:00 GMT

The 2000 Brown Center Report studies the use of calculators in math instruction and state and federal programs that single out exemplary schools for special recognition.

Conflicting Missions? : Teachers Unions and Educational Reform

Wed, 26 Apr 2000 00:00:00 GMT

This volume provides a clear, balanced analysis of the role of teachers unions in encouraging, implementing, and/or stifling reform in U.S. public schools.

A Lesson in Keeping Promises Already Made to Schools

Fri, 24 Mar 2000 00:00:00 GMT

Opinion by Diane Ravitch, Nonresident Senior Fellow, the Brookings Institution, and Tom Loveless, Senior Fellow, the Brookings Institution, in the Los Angeles Times, March 24, 2000

Campaign 2000: What the Candidates Should Be Talking About

Wed, 22 Mar 2000 00:00:00 GMT

Opinion by Tom Loveless, Senior Fellow, the Brookings Institution, and Diane Ravitch, Nonresident Senior Fellow, the Brookings Institution, in Education Week, March 22, 2000

Broken Promises: What the Federal Government Can Do To Improve American Education

Wed, 01 Mar 2000 00:00:00 GMT

Brookings Review article by Tom Loveless and Diane Ravitch (Spring 2000)

Uncle Sam's Math Books

Tue, 18 Jan 2000 00:00:00 GMT

Article by Tom Loveless, Director, Brown Center on Education Policy, the Brookings Institution, in the Christitan Science Monitor, January 18, 2000

Uncle Sam's Math Books

Tue, 18 Jan 2000 00:00:00 GMT

Opinion by Tom Loveless, Senior Fellow, the Brookings Institution, in The Christian Science Monitor, January 18, 2000

The Tracking Wars : State Reform Meets School Policy

Mon, 12 Jul 1999 00:00:00 GMT

In this book, Tom Loveless describes how schools in California and Massachusetts reacted to de-tracking recommendations and discusses why some schools went along with detracking while others bitterly resisted the reform.