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National Comprehensive Center, 2023
Increasing concerns from educators and policymakers about the barriers to educational success experienced by students in foster care have led to a number of changes in federal laws, policies, and administrative rules. These laws, policies, and rules focus on educational stability as a core component and work together to establish stronger…
Descriptors: Foster Care, Educational Legislation, Elementary Secondary Education, Federal Legislation
Foorman, Barbara R. – National Comprehensive Center, 2020
The disappointing results of the 2019 National Assessment of Educational Progress--a dip in trajectory of reading proficiency for all students except those at the highest level of ability--are prompting states to consider new reading-related policies and actions. In "State Policy Levers for Improving Literacy," Barbara Foorman describes…
Descriptors: State Policy, Educational Policy, Literacy Education, National Competency Tests
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; 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
Robson, Kelly; Johnson, Michael; O'Neal Schiess, Jennifer – National Comprehensive Center at Westat, 2020
The goal of this brief is to examine the extent to which different school choice policies have been implemented in rural communities, identify the barriers, and provide recommendations for policymakers looking to expand access to school choice in rural communities. The school choice policies discussed in this brief include: (1) Charter schools;…
Descriptors: School Choice, Rural Areas, Rural Schools, Access to Education
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
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 an overview of inequity and barriers to Native student academic success and ways to address them. It also reviews how gifted and talented programs and advanced placement courses have impacted Native students. As many tribal communities live in rural areas, this brief further discusses education and career awareness for those…
Descriptors: American Indian Education, American Indian Students, American Indians, Academically Gifted
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
Holdheide, Lynn; Browder, Diane; Warren, Sandra; Buzick, Heather; Jones, Nathan – National Comprehensive Center for Teacher Quality, 2012
With the current emphasis in educational policy on improving teacher effectiveness, states and school districts are quickly developing and implementing new models of teacher evaluation. However, few models address the unique challenges in accurately measuring achievement growth of students with disabilities (including those participating in…
Descriptors: Disabilities, Educational Policy, Teacher Effectiveness, Special Education
National Comprehensive Center for Teacher Quality, 2012
This brief describes a new wave of state legislation, which emphasizes individual principal accountability as part of a broader educator talent-management strategy. The brief provides a snapshot of new state-level policy on principal evaluation and describes reasons for policy change as represented in state policy language and trends in policy…
Descriptors: Educational Policy, Teacher Effectiveness, School Personnel, State Legislation
Behrstock, Ellen; Clifford, Matthew – National Comprehensive Center for Teacher Quality, 2010
National and state-level policies recognize the critical role that talented teachers play in ensuring that all students learn and in building capacity for instructional excellence in schools. Teachers influence student learning more than any other factor in the school, and the dividends of effective teaching are cumulative (see "Defining the…
Descriptors: Teacher Salaries, Teacher Distribution, Minority Group Children, Teacher Recruitment
Holdheide, Lynn R.; Goe, Laura; Croft, Andrew; Reschly, Daniel J. – National Comprehensive Center for Teacher Quality, 2010
Current emphasis on teacher effectiveness in educational policy poses a challenge for the evaluation of special education teachers and English language learner (ELL) specialists. Most evaluation systems focus on student achievement and teacher practice; however, few systems have the capacity to differentiate among specialty area educators, address…
Descriptors: Teacher Effectiveness, Special Education Teachers, Educational Policy, Special Education
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