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Caroline E. Parker; Anne Partika; Sara Rutherford-Quach – National Comprehensive Center, 2024
One in 10 public school students in the United States are designated as English learners (ELs), an increase of more than 25 percent over the past 2 decades (National Center for Education Statistics, 2022). In nearly half of states, the proportion of students designated as ELs has more than doubled since 2000. Further, several states--such as…
Descriptors: English Language Learners, Bilingual Education, Multilingualism, Bilingual Teachers
Robson, Kelly; Graziano, Lynne; O'Neal Schiess, Jennifer – National Comprehensive Center, 2020
For nearly three decades, charter schools have provided families with a public school alternative to traditional district schools, but they have not been without controversy. Charter schools often come under fire for "privatizing" education, for "creaming" the best students, or for taking money from district schools. The…
Descriptors: School Choice, Charter Schools, School Districts, State Policy
Robson, Kelly; Graziano, Lynne; O'Neal Schiess, Jennifer – National Comprehensive Center at Westat, 2020
Today, nearly all states either offer or allow digital learning in some form, with instruction provided by a variety of providers. This instruction typically takes one of three forms: (1) Full-time virtual schools: Students take their entire course load online via an independent, charter, or district-sponsored program; (2) Blended learning models:…
Descriptors: School Choice, Electronic Learning, Virtual Schools, Enrollment
Robson, Kelly; Graziano, Lynne; O'Neal Schiess, Jennifer – National Comprehensive Center at Westat, 2020
Private school choice programs are frequently mired in political and legal controversy. Two primary factors fuel this controversy. First, these programs trace their roots to the 1960s in the height of school desegregation. Tuition-grant laws came forth across the South during this period, enabling White families to access public funds to pay…
Descriptors: School Choice, Private Schools, Educational History, School Desegregation
Robson, Kelly; Graziano, Lynne; O'Neal Schiess, Jennifer – National Comprehensive Center at Westat, 2020
In the United States, students are assigned to public schools based on where they live. School districts have set boundaries and students living in the neighborhoods within those boundaries attend the district's schools. The district's boundaries are further delineated into attendance zones, in which particular homes and neighborhoods are assigned…
Descriptors: Public Schools, School Districts, Open Enrollment, School Choice
Jackson, Cara; Keirstead, Carol – National Comprehensive Center at Westat, 2020
COVID-19 has created a sudden demand for teachers who can provide effective remote learning opportunities for students and, simultaneously, has disrupted the preparation for the next generation of teaching. Because teachers are the most vital in-school education resource, supporting the teacher workforce through the disruptions created by COVID-19…
Descriptors: COVID-19, Distance Education, Online Courses, Pandemics
Corbett, Julie; Donley, Jan; Feldman, Jill; Layland, Allison; Wilson, Melly – National Comprehensive Center at Westat, 2020
COVID-19 has had a profound impact on all aspects of lives, including how to teach students. It is clear that the K-12 education system as it was known has changed. The pandemic has stressed each level of the education system: the state education agency (SEA), regional education agencies (REA), local education agencies (LEA), tribal education…
Descriptors: COVID-19, Pandemics, Elementary Secondary Education, School Closing
Jackson, Cara; Keirstead, Carol – National Comprehensive Center at Westat, 2020
"Schools' First and Forever Responders: Preparing and Supporting Teachers in the Time of COVID-19" elevates a rationale and considerations for evidence-based strategies and innovative approaches to support teachers and teacher candidates during and following the COVID-19 crisis. Because teachers are the most vital in-school education…
Descriptors: COVID-19, Pandemics, Educational Practices, Evidence Based Practice
Potemski, Amy – National Comprehensive Center for Teacher Quality, 2009
Recruiting and preparing teachers of English language learners (ELLs) involves learning a complex educational subsystem. Many variables affect the education of ELLs, including changing demographics, policies at the federal and state levels, requirements for teachers, and program models. The goals of this brief are to set the policy and practice…
Descriptors: Teacher Effectiveness, Second Language Learning, English (Second Language), English Instruction
Goe, Laura; Croft, Andrew – National Comprehensive Center for Teacher Quality, 2009
In "Approaches to Evaluating Teacher Effectiveness: A Research Synthesis" published by the National Comprehensive Center for Teacher Quality (TQ Center), ways of evaluating teachers were compared (Goe, Bell, & Little, 2008). This brief compares two of the methods discussed in that synthesis--value-added measures and classroom observations--and…
Descriptors: School Effectiveness, Teacher Effectiveness, Evaluation Methods, Teaching Methods
Hayes, Kathleen – National Comprehensive Center for Teacher Quality, 2009
Teacher shortages are essentially a problem of distribution (Darling-Hammond, 2001; Ingersoll, 2001; National Association of State Boards of Education, 1998; Olson, 2000; Reeves, 2003; Voke, 2002). According to recent studies, hardest to find are teachers who are both qualified and willing to teach in hard-to-staff schools, which included those in…
Descriptors: Teacher Effectiveness, Teacher Recruitment, Teacher Shortage, Teacher Qualifications
Mathers, Carrie; Oliva, Michelle – National Comprehensive Center for Teacher Quality, 2008
The purpose of this Research and Policy Brief is to provide state and local policymakers with a comprehensive understanding of the measures used in teacher evaluation--their strengths, limitations, and current use in policy and practice. This brief will underscore aspects of evaluation policies currently aligned with best practices as well as…
Descriptors: Teacher Evaluation, Student Evaluation, Test Reliability, Test Validity
Goe, Laura – National Comprehensive Center for Teacher Quality, 2007
Federal law emphasizes the need for states and districts to ensure that "all" students--particularly at-risk students, minority students, and students in high-poverty areas--have access to highly qualified, experienced teachers. But is it sufficient for a teacher to have "paper" qualifications and teaching experience? After all, appropriate…
Descriptors: Teacher Effectiveness, Federal Legislation, Academic Achievement, At Risk Students
National Comprehensive Center for Teacher Quality, 2007
This publication offers a sampling of strategies, resources, and tips for educators and policymakers engaged in the recruitment of mathematics, science, and special education teachers--specific to urban and rural schools and districts. These strategies and resources, when implemented effectively, can have a positive and lasting impact on the…
Descriptors: Teacher Effectiveness, Special Education, Teacher Recruitment, Teacher Competencies
Coggshall, Jane G. – National Comprehensive Center for Teacher Quality, 2006
This comprehensive review of 16 nationally representative public opinion polls conducted between 2000 and 2006 provides insight into how teachers, school administrators, parents, and the general public view the teaching profession. It looks specifically at issues of teacher availability, recruitment, and retention for at-risk and hard-to-staff…
Descriptors: Teaching (Occupation), Teacher Effectiveness, Job Satisfaction, Public Opinion