A College Board survey finds that students who have graduated from high school highly value college, but wish they had been better prepared for it. The study also shows that only half of all respondents felt that school prepared them well for both college and the work force.

The Alliance for Quality Education, Citizen Action of New York, and the Public Education and Policy Fund of New York, bring attention to the Buffalo, N.Y., public school district's strict out-of-school suspension practices for non-violent offenses. In citing statistics that show out-of-school suspensions have significant educational consequences, the report urges the district to adopt a “restorative justice” alternative that would keep students in schools.

Improving reading performance among the lowest achievers is critical to ensuring success for all students, finds a recent study of 26 countries by the Organization for Economic Cooperation and Development. The report also finds that countries in which schools frequently hold back or kick out students with low academic performance tend to have weaker, more expensive, and more socially inequitable education systems overall.

This report analyzes the effectiveness of the Schoolwide Performance Bonuses Program, which is an effort to improve student performance through school-based financial incentives. The three-year study, which found that the program did little to improve student achievement, examined student test scores; teacher, school staff, and administrator surveys; and interviews with administrators, staff members, program sponsors, and union and district officials.