Center for Public Education

School Choice - What the Research Says, a new resource from the Center for Public Education

In its at-a-glance overview, the National School Boards Association’s (NSBA), Center for Public Education (CPE) looks at the various forms of school choice, and drawing upon relevant research and statistics, the effects each has on student achievement. CPE finds that that while many schools of choice do an exemplary job, “the results aren’t universally better than those produced by traditional public schools.”

School Choice-What the Research Says, a New Resource from the Center for Public Education

Alexandria, Va. (October 28, 2015) - NSBA's Center for Public Education (CPE) looks at the various forms of school choice, and drawing upon relevant research and statistics, the effects each has on student achievement. CPE finds that that while many schools of choice do an exemplary job, “the results aren’t universally better than those produced by traditional public schools.”

“America’s public schoolchildren are dependent on us, policymakers and the public, to make informed decisions that will lead to improved outcomes,” said Thomas J. Gentzel, Executive Director, National School Boards Association. “CPE shines a spotlight on education options in its study, finding that not all choices are equal.”

ACT Report finds more students graduating high school college-ready

High School Rigor Matters to Students Who Don’t Attend College, CPE Study Finds

Alexandria, Va. (July 23, 2015) -- A rigorous high school program boosts the chances of success for both college goers and students who do not attend college after high school. High school graduates who don’t attend college are more successful later on if they’ve taken high-level math courses and focused vocational training in high school.

The results of the second study of a series, The Path Least Taken II: Preparing Non-college Goers for Success, reinforce the essential role of high school preparation in students’ success regardless of the paths they chose after graduation. The study by the National School Boards Association’s (NSBA) Center for Public Education (CPE) looks at the credentials and high school experiences of non-college going graduates to identify the factors that lead to success after school in both work and life.

Report: high school graduation rates hit all-time high

More students are graduating from High School than ever before, according to a recent Grad Nation Report from America’s Promise Alliance. You can find a summary analysis on the Center for Public Education’s (CPE) EDifier blog.

NSBA’s Center for Public Education launches Leading the Change

The National School Boards Association (NSBA) today introduced its new research-based initiative, “Leading the Change,” developed by its Center for Public Education (CPE).

“Although student achievement is up in most places, not all schools are high-performing,” said NSBA Executive Director Thomas J. Gentzel. “Our aim with ‘Leading the Change’ is to provide the tools needed to help struggling schools.”

NSBA’s Center for Public Education Launches Leading the Change


Alexandria, Va. (March 18, 2015) – The National School Boards Association (NSBA), the leading advocate for public education, today introduced its new research-based initiative, Leading the Change, developed by its Center for Public Education. Leading the Change provides data-driven decision-making tools to school boards to help transform chronically low-performing schools into high-quality institutions.

Center for Public Education analyzes results of EdWeek’s annual State of the States Report Card

Education Week recently released its 19th annual edition of Quality Counts complete with state by state grades and data in six areas of educational policy and performance. Education Week Research Center states that “overall findings from Quality Counts show that some states perform consistently well or poorly across the full range of graded categories. However, a closer examination of the results reveals that most states post a strong showing in at least one area.”

Data Quality Campaign identifies best practices in reporting school data

Video: How schools can best invest time to raise student achievement

Is the amount of instructional time available to American teachers and students in an average school day adequate? Expectations for what students should know continue to rise, but the time allocated to meet new standards has not kept pace. Where can schools best invest time to achieve positive growth?

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