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Thurlow, Martha; Lazarus, Sheryl; Quenemoen, Rachel; Moen, Ross – National Center on Educational Outcomes, University of Minnesota, 2010
The academic progress of students is an important indicator of educational success. For school accountability systems, using a growth model to report on a student's academic growth can be viewed as an addition to or a replacement for a status model. Status models compare the performance of a cohort of students in a grade one year with the…
Descriptors: Academic Achievement, Disabilities, Accountability, Student Improvement
Nelson, Rhett – Washington Office of Superintendent of Public Instruction, 2018
In 2009 the Washington State Legislature created an accountability system for online learning (SSB 5410, RCW 28A.250.005). The Legislature directed the Office of Superintendent of Public Instruction (OSPI) to develop an online provider approval system and report annually on the state of online learning in Washington (RCW 28A.250.040). The…
Descriptors: Accountability, Online Courses, Educational Technology, Technology Uses in Education
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Rauh, Jonathan – Education Policy Analysis Archives, 2011
Online education has grown in popularity as a choice option over the past decade. A variety of studies exist on methodologies for content delivery and on the impacts of online education for specific communities. However, few works have considered the utility of online educational choices in comparison to physical schools. Using an expected utility…
Descriptors: Charter Schools, Standardized Tests, Online Courses, Distance Education
Chen, Theresa – Education Trust-West, 2016
On July 1, 2013, Gov. Jerry Brown signed California's landmark Local Control Funding Formula (LCFF) into law. In addition to providing districts with greater control over how to spend funds, LCFF marked a tremendous opportunity for educational equity. The new funding law gave districts additional resources, called supplemental and concentration…
Descriptors: Accountability, School District Autonomy, Budgets, Budgeting
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Herman, Rebecca; Graczewski, Cheryl; James-Burdumy, Susanne; Murray, Matthew; Perez-Johnson, Irma; Tanenbaum, Courtney – National Center for Education Evaluation and Regional Assistance, 2013
The federal School Improvement Grants (SIG) program, to which $3 billion were allocated under the American Recovery and Reinvestment Act of 2009 (ARRA), supports schools attempting to turn around a history of low performance. School turnaround also is a focus of Race to the Top (RTT), another ARRA-supported initiative, which involved a roughly $4…
Descriptors: School Turnaround, Grants, Federal Aid, Educational Finance
Hoffer, Thomas B.; Hedberg, E. C.; Brown, Kevin L.; Halverson, Marie L.; McDonald, Sarah-Kathryn – US Department of Education, 2010
The Growth Model Pilot Project (GMPP) was initiated to allow states to experiment with adjustments to the No Child Left Behind Act (NCLB) status accountability system in order to improve the validity of AYP determinations by giving schools credit for students who are making significant growth. The pilot allowed states, districts, and schools to…
Descriptors: Elementary Secondary Education, Federal Legislation, Pilot Projects, Educational Improvement
Khawand, Christopher – Society for Research on Educational Effectiveness, 2012
Instrumental variables (IV) methods allow for consistent estimation of causal effects, but suffer from poor finite-sample properties and data availability constraints. IV estimates also tend to have relatively large standard errors, often inhibiting the interpretability of differences between IV and non-IV point estimates. Lastly, instrumental…
Descriptors: Least Squares Statistics, Labor Supply, Measurement Techniques, Error of Measurement
Lake, Robin; Hill, Paul T.; Maas, Tricia – Center on Reinventing Public Education, 2015
Every sector of the U.S. economy is working on ways to deliver services in a more customized manner. If all goes well, education is headed in the same direction. Personalized learning and globally benchmarked academic standards (a.k.a. Common Core) are the focus of most major school districts and charter school networks. Educators and parents know…
Descriptors: School Districts, Common Core State Standards, Educational Change, Delivery Systems
Goldhaber, Dan; Theobald, Roddy – Carnegie Foundation for the Advancement of Teaching, 2012
There are good reasons for re-thinking teacher evaluation. Evaluation systems in most school districts appear to be far from rigorous. A recent study showed that more than 99 percent of teachers in a number of districts were rated "satisfactory," which does not comport with empirical evidence that teachers differ substantially from each…
Descriptors: Academic Achievement, Evidence, Teacher Evaluation, Educational Testing
Barbour, Michael – National Education Policy Center, 2012
This fifth and final paper in the Fordham Institute's series examining digital learning policy is "Overcoming the Governance Challenge in K-12 Online Learning". The purpose of this report is to outline the steps required to move the governance of K-12 online learning from the local district level to the less restrictive state level and to create a…
Descriptors: Evidence, Electronic Learning, Free Enterprise System, Elementary Secondary Education
Smith, Nelson – Thomas B. Fordham Institute, 2012
Is it time for Ohio to take bolder steps toward turning around its most troubled schools and districts? If so, what might the alternatives look like? Options for rebooting these troubled schools have come in the form of mayoral control, state takeovers, market competition through charter schools and other choice programs, as well as millions of…
Descriptors: Charter Schools, Academic Achievement, School Districts, Change Strategies
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Morris, Chris; Katon, Shirley – Kairaranga, 2006
This article is the story of a school's journey from a deficit model of special education needs programming to an inclusive model of student learning support. The heart of this journey was the identification and management of tensions and complexities surrounding educational beliefs, school values, and pedagogical practices. This article will…
Descriptors: Special Education, Change Strategies, Educational Change, Organizational Change
Loeb, Susanna; Candelaria, Christopher A. – Carnegie Foundation for the Advancement of Teaching, 2012
Value-added models measure teacher performance by the test score gains of their students, adjusted for a variety of factors such as the performance of students when they enter the class. The measures are based on desired student outcomes such as math and reading scores, but they have a number of potential drawbacks. One of them is the…
Descriptors: Academic Achievement, Teacher Effectiveness, Scores, Peer Influence
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Carvalho, Graca S.; Dantas, Catarina; Rauma, Anna-Liisa; Luzi, Daniela; Ruggieri, Roberta; Bogner, Franz; Geier, Christine; Caussidier, Claude; Berger, Dominique; Clement, Pierre – Science Education International, 2008
Classically, health education has provided mainly factual knowledge about diseases and their prevention. This educational approach is within the so called Biomedical Model (BM). It is based on pathologic (Pa), curative (Cu) and preventive (Pr) conceptions of health. In contrast, the Health Promotion (HP) approach of health education intends to…
Descriptors: Health Education, Health Promotion, Textbooks, Biomedicine
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Hicks-Monroe, Sherry L. – Journal of the American Academy of Special Education Professionals, 2011
The practice of inclusion is not a new idea to the educational setting; it is a newer term. Before No Child Left Behind, during the 1970s students with disabilities were mainstreamed into the general education population under Public Law 94-142. Public law 94-142, which was renamed to Individuals with Disabilities Educational Act (IDEA), required…
Descriptors: Educational Benefits, Inclusion, Models, Special Needs Students
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