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Nanmathi Manian; Chelsea Sorensen – National Comprehensive Center, 2024
Mental health and well-being significantly impact students' academic performance, social interactions, and school engagement. Partnering with communities can enhance the effectiveness and reach of mental health initiatives and supports within educational settings. By collaborating with community organizations and agencies, schools can augment…
Descriptors: Mental Health, Well Being, School Community Relationship, Partnerships in Education
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
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
National Comprehensive Center, 2020
The National Comprehensive Center's (NCC's) Native Education Collaborative developed resources to build the capacity of state education agencies (SEAs) in collaboration with tribes and local education agencies (LEAs) to enhance the learning lives of Native children and youth. The Native Education Collaborative developed the Circles of Reflection…
Descriptors: American Indian Students, American Indians, State Departments of Education, Tribes
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
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
Layland, Allison; Redding, Sam – National Comprehensive Center at Westat, 2020
Strategic Performance Management (SPM) is a multistep process that guides an organization's leadership in designing and revising a system of strategic performance management. Communication is key to the success of any change initiative. SPM provides a logically coherent process for linking strategic planning with performance management, ultimately…
Descriptors: Organizational Communication, Strategic Planning, Organizational Change, Performance Based Assessment
Layland, Allison; Redding, Sam – National Comprehensive Center at Westat, 2019
Strategic planning and performance management are not new concepts; however, education agencies and other nonprofit organizations have struggled to embrace and use the concepts, especially in unison. The strategic performance management (SPM) process provides a mechanism to bring performance management to state education agencies (SEAs), local…
Descriptors: Strategic Planning, Performance Based Assessment, State Departments of Education, School Districts
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
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
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
Steiner, Lucy – National Comprehensive Center for Teacher Quality, 2009
The National Comprehensive Center for Teacher Quality asked Public Impact to conduct a study exploring the change processes in the creation and implementation of teacher evaluation systems. This TQ Research & Policy Brief provides an overview of Public Impact's preliminary findings as they relate to the impetus for change and the political and…
Descriptors: Teacher Effectiveness, Teacher Evaluation, Accountability, Educational Change
National Comprehensive Center for Teacher Quality, 2009
The National Comprehensive Center for Teacher Quality (TQ Center) is a resource to which the regional comprehensive centers, states, and other education stakeholders turn for strengthening the quality of teaching--especially in high-poverty, low-performing, and hard-to-staff schools--and for finding guidance in addressing specific needs, thereby…
Descriptors: Teacher Effectiveness, Stakeholders, Special Needs Students, State Departments of Education