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Foundation for Excellence in Education, 2016
Parents expect school districts and schools to keep their children safe while they are in school. That expectation of safety and security also extends to the protection of their children's learning data. Therefore, it is critical that school districts and schools are open and transparent about their student data privacy practices, and that those…
Descriptors: Student Records, Information Security, Privacy, Information Utilization
Jensen, Ben; Sonnemann, Julie; Roberts-Hull, Katie; Hunter, Amélie – National Center on Education and the Economy, 2016
This report illustrates how four high-performing systems--British Columbia (Canada), Hong Kong, Shanghai (China) and Singapore--developed their teacher professional learning. The report and accompanying materials are designed as a resource for teachers, school leaders and policymakers wanting to improve teacher professional learning in their…
Descriptors: Foreign Countries, Faculty Development, Teacher Education, Program Development
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Malone, Nolan; Mark, Lauren; Narayan, Krishna – Regional Educational Laboratory Pacific, 2014
This guide offers educators, program managers, administrators, and researchers a resource for building capacity for monitoring program outcomes. It provides concise definitions of program monitoring components and a framework for assessing program progress. Examples demonstrate the relationships among program components: outcomes, indicators,…
Descriptors: Capacity Building, Program Evaluation, Program Effectiveness, Outcomes of Education
Council of Educational Facility Planners International, 2013
Every day in America more than 50 million children go to neighborhood public schools. Parents send them off with every hope they will be safe while there. And yet, as has been the case in too many cities, violence shatters that hope. The Council of Educational Facilities Planners International (CEFPI) seeks to lead in the effort to bolster schools…
Descriptors: School Safety, Public Schools, Educational Environment, Educational Facilities Design
American Institutes for Research, 2012
First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over nearly five decades, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, also known as the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving…
Descriptors: Elementary Secondary Education, Federal Legislation, Educational Change, Guides
Tefera, Adai; Frankenberg, Erica; Siegel-Hawley, Genevieve; Chirichigno, Gina – Civil Rights Project / Proyecto Derechos Civiles, 2011
This manual was written to help guide education stakeholders--including parents, students, school board members, community activists, administrators, policymakers and attorneys--in their efforts to promote racial diversity and avoid racial isolation in suburban school systems. Critical information on the current legal, political and policy issues…
Descriptors: Suburban Schools, School Districts, School Desegregation, Student Diversity
Winnick, Steve; Coleman, Art; Palmer, Scott; Lipper, Kate; Neiditz, Jon – Data Quality Campaign, 2011
This legal and policy guidance provides a summary framework for state policymakers as they work to use longitudinal data to improve student achievement while also protecting the privacy and security of individual student records. Summarizing relevant federal privacy and security laws, with a focus on the Family Educational Records and Privacy Act…
Descriptors: Educational Policy, Educational Improvement, Academic Achievement, Privacy
Lasagna, Molly; Laine, Sabrina W.; Behrstock-Sherratt, Ellen – Jossey-Bass, An Imprint of Wiley, 2011
No one stakeholder group can realize lasting change on their own; nor can any reform initiative focusing on just one type of strategy create the workplace conditions needed to truly build capacity within the education profession. Rather, stakeholders must focus on collaborating, reaching common understanding, and prioritizing for ultimate impact…
Descriptors: Teacher Effectiveness, Personnel Selection, Unions, Educational Change
American Institutes for Research, 2011
First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over time, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, as amended by the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving outcomes for…
Descriptors: Elementary Secondary Education, Federal Legislation, Educational Improvement, Teacher Effectiveness
American Institutes for Research, 2011
First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over nearly five decades, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, also known as the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving…
Descriptors: Elementary Secondary Education, Federal Legislation, School Turnaround, Educational Objectives
National Forum on Education Statistics, 2012
Education data are growing in quantity, quality, and value. When appropriately used to guide action, data can be a powerful tool for improving school operations, teaching, and learning. Education stakeholders who possess the knowledge, skills, and abilities to appropriately access, analyze, and interpret data will be able to use data to take…
Descriptors: Educational Indicators, Data Interpretation, Information Utilization, Data Analysis
Rodriguez, Sheila; Wan, Yinmei – Learning Point Associates, 2010
The trends are clear--a high school education is no longer adequate to prepare young people for the rapidly changing information economy of the 21st century. According to the U.S. Department of Labor (2009), approximately 65 percent of the fastest growing jobs today require at least some form of postsecondary education. If the United States is to…
Descriptors: Higher Education, College Attendance, Young Adults, Minority Groups
Anthony, Glenda; Walshaw, Margaret – UNESCO International Bureau of Education, 2009
This booklet focuses on effective mathematics teaching. Drawing on a wide range of research, it describes the kinds of pedagogical approaches that engage learners and lead to desirable outcomes. The aim of the booklet is to deepen the understanding of practitioners, teacher educators, and policy makers and assist them to optimize opportunities for…
Descriptors: Educational Policy, Teaching Methods, Best Practices, Mathematics Education
US Department of Education, 2008
Lack of relevant course work is a top reason why high school students drop out, and studies have shown that low-income and minority students are less likely to be enrolled in college preparatory curricula than their more affluent peers. In today's world, it is critical to ensure that all students have access to a rigorous, high-quality education…
Descriptors: Integrated Curriculum, High Schools, Academic Achievement, High School Students
Heppen, Jessica B.; Therriault, Susan Bowles – National High School Center, 2008
The high school dropout problem has been called a national crisis. Educators, researchers, and policymakers continue to work to identify effective dropout prevention approaches. One important element of such prevention efforts is the identification of students at highest risk for dropping out and then the targeting of resources to keep them in…
Descriptors: Urban Schools, High Schools, Dropout Prevention, Dropouts
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