Eboni Howard has devoted her career to researching early care and child development, working to ensure that all children receive high-quality early experiences—regardless of race, ethnicity, income, or zip code. In the second podcast episode in the Education Policy Center's Equity Series, Howard and Peter Cookson discuss what research has shown and the implications for policymakers.
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25 Apr 2016
What is summer STEM? Hands-on programs that teach science, technology, engineering, and math in ways that engage young people and fight the summer learning loss that especially affects the nation’s most vulnerable children and youth. In this blog post, Elizabeth Devaney and Courtney Tanenbaum share what we’re learning about successful summer STEM programs.
21 Apr 2016
The bachelor’s degree is America’s most commonly granted postsecondary degree—and most people equate it with a college education. Yet the associate’s degree is often a far more efficient route into good jobs than the longer, more expensive bachelor’s degree path. In this blog post, Mark Schneider shares recent data that suggests many associate’s degrees put graduates firmly in the middle class.
15 Apr 2016
In this video interview, Lynn Holdheide discusses her work with the Collaboration for Effective Educator Development, Accountability and Reform Center to address the shortage and support students with disabilities.
14 Apr 2016
With the passage of the American Recovery and Reinvestment Act of 2009, the federal School Improvement Grant (SIG) program underwent three major shifts; by increasing the level of funding, better targeting these funds to the persistently lowest-achieving schools, and requiring that schools adopt specific intervention models, the revamped SIG program aimed to catalyze more aggressive efforts to turn around student performance. This report focuses on a small sample of schools receiving SIG over the first three years of the revamped SIG program.
14 Apr 2016
The School Improvement Grant (SIG) program will expire as ESSA is implemented, but the challenges of low-performing schools have not. SIG provided some promising examples, as well as caveats that can challenge and inform those of us who believe our nation’s most disadvantaged students deserve better. In our latest blog post, Kerstin Carlson Le Floch shares what we’ve learned from case studies of 25 schools included in the Study of School Turnaround.
8 Apr 2016
This brief compares educational outcomes through the second year of high school for students who took an online credit recovery course and those who took a face-to-face credit recovery course. The authors conclude that online courses must continue to improve to meet the needs of high-risk students seeking to recover credits.
7 Apr 2016
Many states are attempting to identify schools that perform better than schools with similar populations. Such “beating-the-odds” schools offer opportunities to identify promising practices that can be implemented by other schools serving similar populations. This study uses data from the Michigan Department of Education to demonstrate how methodological decisions affect which schools are identified as beating the odds.
7 Apr 2016
With online learning emerging as a popular strategy for providing students with the opportunity to recover course credit, it is critical to understand how well it works and how it can be improved. This brief describes the role of the in-class mentors who supervised students taking the online course as part of the Back on Track study.
7 Apr 2016
The Back on Track study is designed to provide much-needed evidence for practitioners and policymakers to inform decisions about how to help students get back on track toward high school graduation.This brief describes the characteristics of students who failed Algebra I in ninth grade in the large urban school district where the study took place, to better understand the population of students who are served by credit recovery courses.