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National Comprehensive Center, 2023
The Summer and Afterschool Needs Assessment helps youth serving programs and organizations learn best practices and identify areas where they might benefit from guidance or support. The Needs Assessment draws from the best available evidence on what constitutes high-quality afterschool and summer learning programs and organizes these Success…
Descriptors: Summer Programs, After School Programs, Needs Assessment, Best Practices
National Comprehensive Center, 2023
High-quality instructional materials (HQIM) can make a real difference in student learning. But purchasing HQIM is only the first step in the process of ensuring that students benefit. The Guide to the Implementation of HQIM synthesizes advice from practitioners and researchers about how to encourage solid execution of plans and realize the full…
Descriptors: Educational Quality, Instructional Materials, Program Implementation, Educational Benefits
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
Gershenson, Seth; Lomax, Erin – National Comprehensive Center at Westat, 2021
The COVID-19 pandemic has forced school leaders to make difficult decisions about how to balance students' educational needs with the health, safety, and social-emotional well-being of students and teachers. The American Rescue Plan Act of 2021 (Rescue Plan) recently enacted by Congress offers unprecedented amounts of potentially transformative…
Descriptors: COVID-19, Pandemics, School Closing, Student Needs
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
Consistent, reliable data are hard to come by given vastly differing opinions on the role states should play in creating structures, tracking data, and monitoring outcomes on homeschooling. The goal of this brief is to cut through some of this complexity and provide policymakers with an objective resource on homeschooling, including what is known…
Descriptors: Home Schooling, Outcomes of Education, Educational Policy, Parent Attitudes
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
Reinhardt, M. J.; Moses, T.; Arkansas, K.; Ormson, B.; Ward, G. K. – National Comprehensive Center at Westat, 2020
There is a pressing opportunity to increase and improve behavioral health care services for Native youth. This brief describes several approaches to address the health needs of Native communities, including culturally responsive behavioral health supports, circles of care, and wrap-around services. The National Comprehensive Center's American…
Descriptors: American Indians, Youth, Health Needs, Cultural Relevance
McGraner, Kristin L.; VanDerHeyden, Amanda; Holdheide, Lynn – National Comprehensive Center for Teacher Quality, 2011
This innovation configuration offers a set of quantifiable indicators of instructional excellence in mathematics. These indicators are related to improved achievement in mathematics and can be used to improve teacher competencies. The innovation configuration is offered as a means of evaluating and aligning teacher preparation and professional…
Descriptors: Mathematics Achievement, Evidence, Mathematics Instruction, Teacher Competencies
Behrstock, Ellen; Clifford, Matthew – National Comprehensive Center for Teacher Quality, 2009
A generational transition is occurring in U.S. public school classrooms. Baby Boom teachers (those born between 1946 and 1964) are approaching retirement age, and many of their colleagues from Generation X (those born between 1965 and 1976) are entering their mid-career stage. The newest generation in the teaching workforce is Generation Y (those…
Descriptors: Educational Change, Change Strategies, Generational Differences, Literature Reviews
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
Holdheide, Lynn R.; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2008
Teacher preparation to deliver inclusive services to students with disabilities is increasingly important because of changes in law and policy emphasizing student access to, and achievement in, the general education curriculum. Inclusion of students with disabilities in general education environments has a long history in special education law;…
Descriptors: Disabilities, Inclusion, General Education, Special Education