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Robson, Kelly; O'Neal Schiess, Jennifer – National Comprehensive Center at Westat, 2020
Dual enrollment programs, which allow high school students to earn postsecondary credits through partnerships between secondary and postsecondary institutions, are one of several approaches to enabling students to earn postsecondary credit while in high school. These programs provide high-achieving students with access to more rigorous coursework,…
Descriptors: Dual Enrollment, High School Students, College Credits, College School Cooperation
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
Reinhardt, M. J.; Moses, T.; Arkansas, K.; Ormson, B.; Ward, G. K. – National Comprehensive Center at Westat, 2020
This brief provides contextual information and descriptions of select programs and practices serving Native students, regarding state identification and support, representation of Native student interest, and locally created examples. The National Comprehensive Center's American Indian and Alaska Native Education Project developed this brief to…
Descriptors: American Indians, American Indian Education, Culturally Relevant Education, Alaska Natives
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
Coggshall, Jane G.; Bivona, Lauren; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2012
To meet the new and more rigorous college- and career-ready standards for student learning, all of today's students must have access to effective teaching--every day and in every classroom. As teachers and their school leaders are increasingly held accountable for implementing consistently effective teaching, calls for holding the programs that…
Descriptors: Teacher Effectiveness, Accountability, Program Effectiveness, Stakeholders
National Comprehensive Center for Teacher Quality, 2011
Teacher effectiveness, equitable distribution, and teacher preparation are inextricably linked. Recognizing that evidence-based practices account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the TQ Center (National Comprehensive Center for Teacher Quality) offers innovation…
Descriptors: Teacher Effectiveness, Evidence, Guidelines, Innovation
Smartt, Susan M.; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2007
Despite the fact that the early reading proficiency for all children has become a national mandate captured in both the No Child Left Behind (NCLB) Act and the Individuals with Disabilities Education Act (IDEA), the poor performance of America's fourth graders on national examinations of reading proficiency indicates that the nation is far from…
Descriptors: Reading Research, Federal Legislation, Colleges, State Standards