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Gates, Susan M.; Baird, Matthew D.; Master, Benjamin K.; Chavez-Herrerias, Emilio R. – RAND Corporation, 2019
Research across the decades has confirmed that effective school leadership is associated with better outcomes for students and schools. A high-quality school leader affects dozens of teachers and hundreds or thousands of students. It is a pivotal role. From 2011 to 2016, The Wallace Foundation, through its Principal Pipeline Initiative (PPI),…
Descriptors: Principals, Career Development, Program Effectiveness, Academic Achievement
Oregon Department of Education, 2018
This annual report is a snapshot of Oregon's education system that includes important statewide data about the state's students, teachers and schools. The 2017-18 Statewide Report Card includes: (1) Graduation and dropout rates; (2) Early childhood data; (3) Attendance and regular attender data; (4) Student demographics and information on specific…
Descriptors: Public Schools, Graduation Rate, Dropout Rate, Early Childhood Education
Oregon Department of Education, 2017
The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the…
Descriptors: Public Schools, State Legislation, Educational Trends, Trend Analysis
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Margolis, Jason; Meese, Alison A.; Doring, Anne – Education and Urban Society, 2016
This article presents both sides of the debate as to whether urban teachers need structure or freedom, and then takes a stand on urban teaching in the current high-stakes assessment climate. First, we trace the 30-year development of American educational policy in the area of structuring teaching. Then, we present research from proponents of…
Descriptors: Urban Teaching, Freedom, Educational Policy, Educational Legislation
Johnson, Mark – Hunt Institute, 2016
The "Every Student Succeeds Act" (ESSA) was signed into law by President Barack Obama on December 10, 2015. ESSA reauthorizes the "Elementary and Secondary Education Act" (ESEA), which was first enacted as part of President Lyndon B. Johnson's "War on Poverty." Since 1965, ESEA has represented the federal government's…
Descriptors: Elementary Secondary Education, Federal Legislation, Educational Legislation, Educational Policy
US Government Accountability Office, 2016
Beginning in 2011, the Department of Education (Education) used its statutory authority to invite states to apply for waivers from certain provisions in the Elementary and Secondary Education Act (ESEA) through its Flexibility initiative. To receive Flexibility waivers, states had to agree to meet other requirements related to college- and…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Federal Programs
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Gordon, Lola – Journal of the American Academy of Special Education Professionals, 2016
High-stakes testing has been a part of American education since its inception. The laws that govern the use of high-stakes tests include language that mandates the inclusion of students in special education. These laws play an influential role in the new large-scale assessments aligned with the Common Core State Standards (CCSS). The assessments…
Descriptors: High Stakes Tests, Special Education, Common Core State Standards, Testing Accommodations
Makaravage, Robert J. – ProQuest LLC, 2016
Changes in legislation including NCLB, RTT, and ESEA Flexibility Waivers have influenced the educational landscape. States and school districts have spent considerable time and resources to meet the mandates of this changing legislation, including the development of reporting systems and modification of principal evaluations systems. However, the…
Descriptors: Data, Decision Making, Instructional Leadership, Correlation
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Dance, S. Dallas – Education Policy Analysis Archives, 2015
The members of the Large Countywide and Suburban District Consortium--a group of large, highly diverse, and successful districts across the country--have made great strides in achieving college and career readiness for all students. While they are succeeding, the consortium proposes that more could be done to accomplish their objectives through…
Descriptors: Superintendents, Accountability, Program Proposals, Federal Programs
Harkness, Joseph; Logan, Christopher W.; Shivji, Azim; Nisar, Hiren; Connor, Patty – US Department of Agriculture, 2015
Section 104(a) of the Healthy, Hunger Free Kids Act (HHFKA) of 2010 made the Community Eligibility Provision (CEP) available to Local Educational Agencies (LEAs) and schools in high poverty areas. Under the CEP, families are not required to submit applications for free or reduced-price meals, and schools must provide free lunch and breakfast to…
Descriptors: Nutrition, Food, Federal Programs, Eligibility
Niebling, Rachel Bird; Lovell, Phillip – Alliance for Excellent Education, 2015
When President George W. Bush signed the No Child Left Behind Act into law in 2002, the U.S. national high school graduation rate was 72.6 percent. Today, the national high school graduation rate has reached an all-time high of 81 percent and the number of low-graduation-rate high schools has declined considerably. While this progress is notable,…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Educational Change
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Williams, Sheneka M. – Journal of Research on Leadership Education, 2015
As the federal role in education continuously evolves, accountability pressures for performance extend from classrooms to principals' offices. This newer form of accountability is changing the landscape of how school leaders are prepared, and ultimately, how they are evaluated. For some time, the onus of student achievement has been placed on…
Descriptors: Principals, Administrator Education, Administrator Evaluation, Accountability
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Burke, April M. – Mid-Western Educational Researcher, 2015
Indiana English learners (ELs) constitute a rapidly growing portion of the state's school-aged population, and those classified as limited English proficient are low performers on the state test. The purpose of this embedded mixed methods study was to understand how school personnel respond to accountability mandates, interpret test scores, and…
Descriptors: English Language Learners, Rural Schools, Educational Policy, Mixed Methods Research
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Seidel, Bob – State Education Standard, 2015
Summer learning loss creates a permanent drag on the US education system. With the generous support of the Charles Stewart Mott Foundation, the National Summer Learning Association (NSLA) developed "Moving Summer Learning Forward: A Strategic Roadmap for Funding in Tough Times" to provide out-of-school time programs, school districts,…
Descriptors: Summer Programs, Educational Finance, Financial Support, Stakeholders
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Pitcock, Sarah; Seidel, Bob – State Education Standard, 2015
As numerous studies from 1906 on have confirmed, children lose ground in learning if they lack opportunities for building skills over the summer. Nonetheless, summer learning loss comes up but rarely in the national discussion of education reform. By the end of summer, students perform on average one month behind where they left off in the spring.…
Descriptors: Summer Programs, Maintenance, Program Development, Educational Policy
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