2 See Indicator 23 in The Condition of Education 1994.
3 R. Coley and M. E. Goetz. Educational Standards in the Fifty States: 1990. Princeton, N.J.: Educational Testing Service; and Elliott A. Medrich, Robin R. Henke, and Cynthia L. Brown. Overview and Inventory of State Requirements for School Coursework and Attendance (NCES 92-663). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, 1992.
4 Andrew C. Porter, Michael W. Kirst, Eric J. Osthoff, John L. Smithson, and Steven A. Schneider. Reform Up Close: An Analysis of High School Mathematics and Science Classrooms. Final report to the National Science Foundation on grant #SPA-8953-446 to the Consortium for Policy Research in Education. October 1993.
5 John Ralph, Dana Keller, and James Crouse. "How Effective Are American Schools?" Phi Delta Kappan. October 1994.
6 Jennifer S. Manlove and David P. Baker. "Local Constraints on Opportunity to Learn Mathematics in High School." In M. Hallinan (ed.). Making Schools Work: Promising Practices and Policies. Plenum, 1995; and U.S. Department of Education, National Center for Education Statistics, Curricular Differentiation in Public High Schools (NCES 95- 360). Washington, D.C.: December 1994.
7 U.S. Department of Education, National Center for Education Statistics. Education in States and Nations: Indicators Comparing U.S. States with the OECD Countries in 1988 (NCES 93-237). Washington, D.C.: October 1993, Indicator 16.
8 U.S. Department of Education, National Center for Education Statistics. 1994 NAEP Reading: A First Look (NCES 95-748). Washington, D.C.: May 1995
9 Robert E. Slavin, Nancy L. Karweit, and Barbara A. Wasik. "Preventing Early School Failure: What Works." Educational Leadership (December 1992/January 1993): 10-18; idem, eds., Preventing Early School Failure. Boston: Allyn and Bacon, 1994; and Barbara A. Wasik and Robert E. Slavin. "Preventing Early Reading Failure with One-to- One Tutoring: A Review of Five Programs." Educational Research Quarterly (28) (1993): 178-200.
10 Donald A. Rock and Judith M. Pollack. Statistics in Brief: Mathematics Course-Taking and Gains in Mathematics Achievement (NCES 95-714). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: 1995; and T. Hoffer, K. Rasinski, and W. Moore. Social Background Differences in High School Mathematics and Science Coursetaking and Achievement (NCES 95-206). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: 1995.
11 For cross-country comparisons of net enrollment rates in higher education, see Organization for Economic Cooperation and Development, Center for Educational Research and Innovation. Education at a Glance: OECD Indicators, 1995, table PO6.
12 The Condition of Education 1994, Indicator 10.
13 U.S. Department of Education, National Center for Education Statistics. College-Level Remedial Education in the Fall of 1989 (NCES 91-191). Washington, D.C.: May 1991.
14 Alexander W. Astin, William S. Korn, Linda J. Sax, and Kathryn M. Mahoney. The American Freshman: National Norms for 1994. Cooperative Institutional Research Program, American Council on Education, and the University of California, Los Angeles, 1994.
15 Education Counts, 1991.
16 Eric Hanushek. "The Economics of School: Production and Efficiency in Public Schools." Journal of Economic Literature (March 1986); and Larry V. Hedges, Richard D. Laine, and Rob Greenwald. "Does Money Matter? A Meta-Analysis of Studies of the Effects of Differential School Inputs on Student Outcomes (An Exchange: Part I)." Educational Researcher, April 1994.
17 U.S. Department of Education, National Center for Education Statistics. The Digest of Education Statistics, 1994. table 64.
18 Mary Rollefson. Issue Brief: Teacher Salaries--Are They Competitive (NCES 93-450). U.S. Department of Education, National Center for Education Statistics. Washington, D.C.: 1993, table 2; and F. H. Nelson and T. O'Brien. How U.S. Teachers Measure Up Internationally: A Comparative Study of Teacher Pay, Training, and Conditions of Service. American Federation of Teachers, Washington, D.C.: 1993, table II-1.
19 Richard J. Murnane, Judith D. Singer, James J. Kemple, Randall J. Olson, and John B. Willet. Who Will Teach? Harvard University Press, Cambridge, 1991; and V.S. Vance and P.C. Schlechty. "The Distribution of Academic Ability in the Teaching Force: Policy Implications." Phi Delta Kappan, vol. 64: 22-27.
20 R. Shavelson, L. McDonnell, and J. Oakes. Indicators for Monitoring Mathematics and Science Education. Santa Monica, CA: Rand Corporation; 1989; L. Darling-Hammond and L. Hudson. "Pre-college Science and Mathematics Teachers: Supply, Demand, and Quality." Review of Research in Education. Washington, D.C.: AERA 1990; and R. Murnane and S. Raizen, eds. Improving Indicators of the Quality of Science and Mathematics Education in Grades K-12. Washington, D.C.: National Academy Press, 1989.
21 Rolf Blank, Michael Matti, Iris Weiss, Stephen Broughman, and Mary Rollefson. SASS by State. (NCES 94-343). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, June 1994.
22 See M.T. Moore, E.W. Strang, M. Schwartz, and M. Braddock. Patterns in Special Education Service Delivery and Cost. Contract Number 300-84-0257. Washington, D.C.: Decision Research Corporation, 1988; and S. Chaikind, L.C. Danielson, and M.L. Brauen. "What Do We Know about the Costs of Special Education: A Selected Review." Journal of Special Education, 26(4) (1993): 344-370.
23 The Condition of Education 1994, Indicator 46.
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