Policy review: South Carolina¹

1. We are indebted to our colleagues in the Education Policy and Practice Study at Michigan State University and the University of Michigan. Work on this paper was supported by the Education Policy and Practice Study, which is funded in part by Michigan State University, and by grants from the Pew Charitable Trust (Grant No. 91‐04343‐000); Carnegie Corporation of New York (Grant No. B5638); the National Science Foundation (Grant No. ESI‐9153834); the Consortium for Policy Research in Education (CPRE) and the National Center for Research on Teacher Learning (NCRTL), both of which are funded by grants from the U. S. Department of Education, Office of Educational Research and Improvement (Grant No. OERI‐G‐008690011 and No. OERI‐R‐117G10011‐94). The views expressed in this paper are the authors and are not necessarily shared by the grantors.

1. We are indebted to our colleagues in the Education Policy and Practice Study at Michigan State University and the University of Michigan. Work on this paper was supported by the Education Policy and Practice Study, which is funded in part by Michigan State University, and by grants from the Pew Charitable Trust (Grant No. 91‐04343‐000); Carnegie Corporation of New York (Grant No. B5638); the National Science Foundation (Grant No. ESI‐9153834); the Consortium for Policy Research in Education (CPRE) and the National Center for Research on Teacher Learning (NCRTL), both of which are funded by grants from the U. S. Department of Education, Office of Educational Research and Improvement (Grant No. OERI‐G‐008690011 and No. OERI‐R‐117G10011‐94). The views expressed in this paper are the authors and are not necessarily shared by the grantors.

Notes

2. This paper is a result of equal effort on the part of both authors. Because we write many articles jointly, we alternate authorship of our work

1. We are indebted to our colleagues in the Education Policy and Practice Study at Michigan State University and the University of Michigan. Work on this paper was supported by the Education Policy and Practice Study, which is funded in part by Michigan State University, and by grants from the Pew Charitable Trust (Grant No. 91‐04343‐000); Carnegie Corporation of New York (Grant No. B5638); the National Science Foundation (Grant No. ESI‐9153834); the Consortium for Policy Research in Education (CPRE) and the National Center for Research on Teacher Learning (NCRTL), both of which are funded by grants from the U. S. Department of Education, Office of Educational Research and Improvement (Grant No. OERI‐G‐008690011 and No. OERI‐R‐117G10011‐94). The views expressed in this paper are the authors and are not necessarily shared by the grantors.

Additional information

Notes on contributors

Nancy E. Jennings ²

2. This paper is a result of equal effort on the part of both authors. Because we write many articles jointly, we alternate authorship of our work