Elliot H. Weinbaum

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Much has been written in the last decade about the spotlight that the No Child Left Behind Act (NCLB) shines on schoolperformance. Proponents and opponents alike are quick to discuss the law’s rigid definitions of school performance— exemplified by the classification of schools as making Adequate Yearly Progress (AYP) or not making AYP based largely on(More)
Given the nearly ubiquitous use of the term "capacity" in education policy discourse, this policy brief offers a common framework for analyzing capacity that educators, policymakers, and researchers alike can apply and understand with consistency. Drawing data from a larger three-year CPRE study of school responses to accountability in Pennsylvania, the(More)
Children and adults were exposed to an illusion created by perceptual adaptation, in which they perceived two identical bottles, held simultaneously in a different hand, as being different in weight. Prior research has shown that young children treat the perceived difference as real rather than illusory. In an initial study, feedback designed to signal the(More)
They were right, my dear, all those voices were right And still are; this land is not the sweet home that it looks, Nor its peace the historical calm of a site Where something was settled once and for all... -In Praise of Limestone, W.H. Auden, 1948 In 1954, in the Brown vs. The Board of Education of Topeka decision, the United States Supreme Court declared(More)
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