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Molnar, Alex; Miron, Gary; Gulosino, Charisse; Shank, Christopher; Davidson, Caryn; Barbour, Michael; Huerta, Luis; Shafter, Sheryl Rankin; Rice, Jennifer King; Nitkin, David – National Education Policy Center, 2017
In the five years since the first National Education Policy Center (NEPC) "Annual Report on Virtual Education" was released in 2013, virtual education has continued to be a focal point for policymakers. Proponents argue that virtual education can expand student choices and improve the efficiency of public education. In particular,…
Descriptors: Virtual Classrooms, Blended Learning, Public Schools, Traditional Schools
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Sunderman, Gail L.; Coghlan, Erin; Mintrop, Rick – National Education Policy Center, 2017
This brief investigates whether closing schools and transferring students for the purpose of remedying low performance is an option educational decision makers should pursue. The logic of closing schools in response to low student performance goes like this: By closing low-performing schools and sending students to better-performing ones, student…
Descriptors: School Closing, Academic Achievement, School Effectiveness, Transfer Students
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Oakes, Jeannie; Maier, Anna; Daniel, Julia – National Education Policy Center, 2017
This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to…
Descriptors: Community Schools, Educational Improvement, Federal Legislation, Educational Legislation
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Scott, Janelle; Moses, Michele S.; Finnigan, Kara S.; Trujillo, Tina; Jackson, Darrell D. – National Education Policy Center, 2017
Systemic violence and disparate school discipline policies hinder equitable, just, and safe schooling. They also restrict access to social opportunities and civil liberties. Research shows that schooling contexts and social policies set up the conditions for young people of color to experience violence in regularized, systematic, and destructive…
Descriptors: Critical Theory, Race, Racial Factors, Social Influences
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Daniel, Julia – National Education Policy Center, 2017
Community schools have gained attention as mechanisms to bring about equitable access to high-quality educational resources, extended learning time and opportunities, integrated student supports, and collaborative engaging relationships with parents and communities. In order to effectively create conditions that provide equitable access to such…
Descriptors: Community Schools, Partnerships in Education, Access to Education, Educational Change
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Welner, Kevin – National Education Policy Center, 2017
In this Policy Memo, the author considers the Bill & Melinda Gates Foundation's newest effort, focused on "Networks for School Improvement," and how this initiative can learn from the Foundation's own past initiatives as well as from research evidence more generally. The author worries that in K-12 education, the Foundation has…
Descriptors: Educational Opportunities, Educational Improvement, Educational Policy, Policy Analysis
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Boninger, Faith; Molnar, Alex; Murray, Kevin – National Education Policy Center, 2017
As schools continue to integrate technologies into every aspect of school life, those technologies are being harnessed to amplify corporate marketing and profit-making, extending the reach of commercializing activities into every aspect of students' school lives. Although marketers' school-focused efforts are often billed as "innovative"…
Descriptors: Commercialization, Privacy, Educational Policy, Marketing
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Santoro, Doris A. – National Education Policy Center, 2017
The Every Students Succeeds Act (ESSA) directs states and districts to identify equity gaps in students' access to excellent educators and transformative school leaders. States are encouraged to use Title II funds strategically in order to identify and remedy these gaps. A new report from The Education Trust draws on ESSA documents and state…
Descriptors: Teacher Competencies, Teacher Effectiveness, Equal Education, Minority Group Students
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Bruecker, Ellie – National Education Policy Center, 2017
In 2013, Wisconsin's legislature added a statewide voucher program to the existing voucher programs in Milwaukee and Racine. The state expanded the statewide program in 2015 and changed the funding mechanism of the program so that its cost was borne by local school districts. The program is already distributing tens of millions of dollars to pay…
Descriptors: Educational Vouchers, Educational Finance, State Programs, School Choice
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Cochran-Smith, Marilyn; Burton, Stephani; Carney, Molly Cummings; Sánchez, Juan Gabriel; Miller, Andrew F. – National Education Policy Center, 2017
Bellwether Education Partners' report, "A New Agenda," calls for a "rational" and "rigorous" research agenda for teacher education. Although the report's rationale is not fully explicated, it asserts that programs are "blindly swinging from one popular reform to the next" and that decades of input- and…
Descriptors: Teacher Education Programs, Politics of Education, Social Influences, Educational Research
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Cordes, Sarah A. – National Education Policy Center, 2017
A common argument leveled against charter schools is that they attract the most motivated and intelligent students from already struggling public schools. Marcus Winters seeks to examine this claim, known as "cream-skimming," by comparing the performance of New York City's (NYC) charter middle schools with a set of traditional selective…
Descriptors: Charter Schools, Public Schools, Urban Schools, School Effectiveness
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Mathis, William J.; Trujillo, Tina M. – National Education Policy Center, 2016
The Every Student Succeeds Act (ESSA) replaced the No Child Left Behind Act with great fanfare and enthusiasm. Granting more power to states and curbing what was seen as federal overreach was well received. However, the new legislation maintains a predominately test-based accountability system with a federal mandate for interventions in well over…
Descriptors: Educational Legislation, Federal Legislation, Accountability, Intervention
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Zeichner, Ken – National Education Policy Center, 2016
Teacher education provided in U.S. colleges and universities has been routinely criticized since its inception in the early nineteenth century. These programs are uneven in quality and can be improved. Advocacy groups and self-proclaimed social entrepreneurs are working aggressively to deregulate the preparation of teachers and to expand…
Descriptors: Teacher Education Programs, Educational History, Teacher Competencies, Program Effectiveness
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Miron, Gary; Gulosino, Charisse – National Education Policy Center, 2016
This 2016 report is the fourth in an annual series of National Education Policy Center (NEPC) reports on the fast-growing U.S virtual school sector. This year's report provides a comprehensive directory of the nation's full-time virtual and blended learning school providers. It also pulls together and assesses the available evidence on the…
Descriptors: Virtual Classrooms, Blended Learning, Public Schools, Traditional Schools
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Cochran-Smith, Marilyn; Stern, Rebecca; Sánchez, Juan Garbiel; Miller, Andrew; Keefe, Elizabeth Stringer; Fernández, M. Beatriz; Chang, Wen-Chia; Carney, Molly Cummings; Burton, Stephani; Baker, Megina – National Education Policy Center, 2016
Teacher preparation has emerged as an acutely politicized and publicized issue in U.S. education policy and practice, and there have been fierce debates about whether, how, by whom, and for what purposes teachers should be prepared. This brief takes up four major national initiatives intended to improve teacher quality by "holding teacher…
Descriptors: Teacher Education, Accountability, Teacher Effectiveness, Educational Quality
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