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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
National Comprehensive Center, 2022
The American Rescue Plan Act's Elementary and Secondary School Emergency Relief (ARP ESSER) fund represent a historic investment in ensuring that all students have access to safe in-person instruction and in meeting the social, emotional, mental health, and academic needs of the Nation's students. The U.S. Department of Education is committed to…
Descriptors: Elementary Secondary Education, Emergency Programs, Educational Finance, Financial Support
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
Layland, Allison; Corbett, Julie – National Comprehensive Center at Westat, 2021
Districts and schools are receiving once in a life-time funding through the American Recovery Plan (ARP) to address the learning needs of students over the next few years, especially those who have been most impacted by a year of remote or hybrid learning. State education agencies (SEAs) including the District of Columbia, Puerto Rico, outlying…
Descriptors: Summer Programs, Acceleration (Education), Distance Education, Blended Learning
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
For educators to more fully comprehend the issues surrounding the current state of affairs regarding tribal consultation and sovereignty in American Indian and Alaska Native (AI/AN) education, it is necessary to provide a socio-historical context. This brief provides information on the evolution of Native education, from its precolonial roots to…
Descriptors: American Indians, Alaska Natives, Tribal Sovereignty, American Indian Education
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
Roza, Marguerite; Hadley, Lucy; Jarmolowski, Hannah – National Comprehensive Center at Westat, 2020
Our nation spends approximately $650 billion per year on our K-12 education system. To understand how those dollars impact students, we need to examine spending where it reaches them: at the school level. The document, developed by the National Center, describes a national data archive that uses all elements of Interstate Financial Reporting (IFR)…
Descriptors: Educational Finance, Expenditure per Student, Elementary Secondary Education, Archives
Coggshall, Jane G.; Rasmussen, Claudette; Colton, Amy; Milton, Jessica; Jacques, Catherine – National Comprehensive Center for Teacher Quality, 2012
State and district leaders across the country are working intensely to respond to legislation calling for revised teacher evaluation systems that incorporate multiple measures of student learning and teacher practice. Whether through strengthened accountability or more formative support, the primary goal of this work is the continuous improvement…
Descriptors: Teacher Evaluation, Teacher Effectiveness, Faculty Development, Public Policy
Behrstock-Sherratt, Ellen; Biggers, Kietha; Fetters, Jenni – National Comprehensive Center for Teacher Quality, 2012
With many efforts underway across the United States, state education agency (SEA) leaders have the opportunity to utilize the expertise of their contacts in other SEAs and regional comprehensive centers (RCCs) in their region and throughout the country to exchange ideas and share the lessons they have learned about involving stakeholders in…
Descriptors: Educational Finance, Stakeholders, Evaluation Methods, Teaching Methods
Goe, Laura; Holdheide, Lynn – National Comprehensive Center for Teacher Quality, 2011
The growing need for more information about measuring teachers' contributions to student learning growth, particularly in nontested subjects and grades, is the impetus for this Research & Policy Brief. Although the research base in this area is disappointingly limited, the brief includes considerations and suggestions based on current models…
Descriptors: Teacher Evaluation, Instructional Effectiveness, Teacher Effectiveness, School Districts
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
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
Hosp, John L. – National Comprehensive Center for Teacher Quality, 2010
The purpose of this Issue Paper is to provide a framework and justification for effective ways that teachers can collect and use assessment data to make instructional decisions. This framework is provided as an indication of what effective linking of assessment data to instructional decisions "ought" to look like--rather than a summary…
Descriptors: Preservice Teachers, Inservice Teacher Education, Student Evaluation, Elementary Secondary Education
Potemski, Amy – National Comprehensive Center for Teacher Quality, 2009
According to Section 2141(c) of the Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act (NCLB), local education agencies (LEAs) that fail to meet annual measurable objectives and make adequate yearly progress (AYP) for three consecutive years must enter into an agreement with the state education agency…
Descriptors: Federal Legislation, Educational Improvement, Federal Programs, School Districts
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