National Center For Education Statistics

Proponents of full inclusion—placing students with disabilities in general classrooms for most of the school day—maintain that the more time those students spend in such classes, the better they do academically. A new paper by Vanderbilt Peabody College of education and human development researchers challenges that assumption.  Read More

The commonly held notion that the No Child Left Behind Act of 2001 has eroded teacher job satisfaction and undermined job retention is off the mark, according to new Vanderbilt research. Read More