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The article discusses educational statistics regarding graduate rates for high school students with disabilities in the United States as of 2015. Topics addressed include trends showing increasing graduation rates, explanations of subgroup disparities and geographic gaps in such gains, and discussion of how varying graduation requirements affect the statistical reports.

The article presents a profile of the multi-year teacher development program running in Alabama focusing on literacy instruction methods. Topics addressed include an overview of the initiative's history since 1998 under the leadership of state education official Katherine Mitchell, its utilization of reading coaches and coaching techniques, and discussion of its evaluation metrics which are tied to reading gains in students.

The article discusses the use of learning progressions, or developmental landmarks, in formative assessment. Particular focus is given to a collaboration between the Denver, Colorado school district and the Center for Assessment, Design, Research, and Evaluation (CADRE) at the University of Colorado at Boulder's school of education to develop learning progressions for K-12 arts and physical education programs. Teacher Alexandra Overby and visual literacy are discussed.

The article discusses the social and academic conditions of U.S. college students with physical or learning disabilities. Topics addressed include how some students opt to hide their disability status for various reasons, how the legal frameworks of post-secondary education in the U.S. place the responsibility on the student to self-identify their special needs, and statistics and trends regarding admission and enrollment of students with disabilities.

The article examines whether or not Title I of the U.S. Elementary and Secondary Education Act (ESEA) has an impact on test scores and low-income student achievement. Topics discussed include the use of Title I as a funding stream to disadvantaged schools, research that has been completed over the years to determine the level of effectiveness of Title I, and the challenges associated with determining whether or not Title I is effective or ineffective.

The article reports that many U.S. states are seeing a drop in the number of individuals enrolled in teacher-preparation programs. Topics discussed the possible influence of school budget cuts and teacher layoffs on the declined enrollment numbers, the influence of press coverage on education and teachers on declining enrollment, and whether or not this trend will be short- or long-term.

The article covers the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS), which both found above average levels of sleepiness reported in U.S. students between fourth and eighth grades. It notes that teachers have reported this behavior as limiting instruction while comments are included from Meilan Zhang of the University of Texas at El Paso suggesting exposure to television and video games was partly to blame.

The article discusses the methods used to assess student engagement. Topics include the use of student surveys to measure engagement of upper-elementary and secondary school students, difficulties presented in interpreting data tables, and the Tripod Project for School Improvement program. Commentary from educational director Elaine Allensworth and the chief executive officer (CEO) of the company Panorama Education Aaron Feuer is provided.

The article discusses a May 2014 working paper published by the U.S. National Bureau of Economic Research (NBER) that states when U.S. school districts spend more money, low-income students are more likely to graduate high school and avoid poverty. Topics discussed include the views of education professor Bruce D. Baker of Rutgers University in New Brunswick, New Jersey, court-ordered school finance reforms in the U.S., and the graduation rates for students who benefited from the spending.

The article discusses various research studies into the use of value-added models (VAMs) of teacher evaluation in U.S. education. Topics discussed include other factors researchers say should be used to measure what it means to be an effective teacher, the rating of teachers by school principals, and the use of VAMs in making decisions to fire teachers.

The article reports on the findings of the 2013 book "The Public School Advantage: Why Public Schools Outperform Private Schools" by Christopher and Sarah Lubienski. Topics discussed include the use of U.S. National Assessment of Educational Progress (NAEP) data, suggestions that the certification and professional development of public school teachers are a reason for the success of public schools, and educational vouchers and school choice.

The article examines various studies suggesting that U.S. high school graduation rates are increasing. Noting that different organizations often use a variety of methodologies to measure graduation rates, the article goes on to discuss systems such as the Averaged Freshman Graduation Rate (AFGB), the Cumulative Promotion Index (CPI), and the Adjusted Cohort Graduation Rate (ACGR). The authors also discuss economic factors and improvements in teaching and learning that have contributed to improved graduation rates.

The article reports that female, black, and Hispanic students were underrepresented among U.S. students who took the Advanced Placement (AP) examination in computer science offered by the organization College Board in 2014.

The article reports on the results of the study "Missing the (Student Achievement) Forest for All the (Political) Trees," released in 2014 by the University of Arizona, evaluating the Tucson, Arizona school district's Mexican-American studies program.

The article covers reports from the research organization the American Institutes for Research (AIR) which found that U.S. students at deeper learning schools had higher levels of academic achievement, better people skills, and greater chances of graduating high school on time and enrolling in college.

The article covers "Student Age and the Collegiate Pathway," a study by researchers at the nonprofit organization College Board which found that older kindergarten students are more likely to take and pass Advanced Placement exams in high school and earn bachelor's degrees than younger classmates.

The article reports on the findings of the classroom management research study "Effects of the Good Behavior Game on Challenging Behaviors in School Settings," conducted by Andrea Flower of the University of Texas at Austin published in the June 2014 issue of "Review of Educational Research."

The article provides information originally published on the publication's website regarding a 2014 study from periodical the "Journal of Research in Music Education" that examined the impact of the U.S. No Child Left Behind law on enrollment in high school music classes.

The article discusses research published in April 2014 in the periodical "IEEE Transactions on Affective Computing," led by research professor Javier Movellan from the University of California, San Diego, regarding computer-based engagement measures to assess students' skills and engagement levels.

The article discusses research conducted at Boise State University in Boise, Idaho, which was led by associate professor Jui-Long Hung, for the periodical "Journal of Educational Data Mining" concerning the use of data mining for educational research purposes.

The article provides information originally published on the publication's website regarding the U.S. Department of Education's Early Childhood Longitudinal Study on the impact of student engagement on mathematics learning in kindergarten in the U.S.

The article provides information originally published on the publication's website regarding a study published in May 2014 in periodical the "American Journals of Education," which states that academic tracking is ineffective in closing academic achievement gaps between students.

The article provides information originally published on the publication's website on a 2014 report from periodical the "American Journal of Sociology" that explores the impact of a single mother's employment on the education of her children.

The article provides information originally posted on the publication's website regarding a 2014 study on the impact of breakfast on student performance in U.S. schools.

The article discusses 2014 studies that provide teachers with methods for instilling a growth mindset in their students, which means teaching students that intelligence is a muscle that needs to be strengthened.

The article reports on various reports and studies released on the topic of Common Core State Standards (CCSS). Topics discussed include the information resources, including websites, teachers have used to obtain information on the CCSS, the attitudes teachers held about the CCSS, and the potential impact of the use of CCSS data to rate the effectiveness of teachers.

The article reports on the above average scores of U.S. students on the 2012 Program for International Student Assessment (PISA) test, which measures creative problem-solving skills. Topics discussed include U.S. student scores in mathematics, the differences in scores between boys and girls who took the test, and the opinion of Michael J. Feuer, dean of the graduate school of education and human development at George Washington University in Washington, D.C.

The article discusses the study "Cracks in the Hourglass: Inequalities in Learning Time Between Low-Poverty and High-Poverty Schools" presented at the 2014 meeting of the American Educational Research Association which focuses on the amount of instruction time students in low-income schools receive.

The article presents information on a study conducted by sociologists Sean Reardon and Ann Owens on school segregation by race in the U.S. to be published in July 2014 in the periodical "Annual Review of Sociology." The author looks at the Carmen Arace Middle School in Bloomfield, Connecticut, integrated schooling, and racial isolation/exposure and evenness in U.S. education.

The article discusses the report "Nonacademic Effects of Homework in Privileged, High-Performing Schools" by the "Journal of Experimental Education" periodical, which suggests that homework can increase academic stress for students in high-performing schools in upper-middle-class areas in the U.S.