This brief presents data from a national survey of state administrators to describe trends in the implementation of the NCLB mandate for states to provide system to support to schools identified for improvement.
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To help states and districts make informed decisions about the professional development (PD) they implement to improve reading instruction, the U.S. Department of Education commissioned the Early Reading PD Interventions Study to examine the impact of two research-based PD interventions for reading instruction. This report describes the implementation of the PD interventions tested, and examines their impacts at the end of the year the PD was delivered.
The main purpose of this descriptive report—based exclusively on self-reported data collected from responses to a survey administered to state educational service agency (ESA) leaders in five Great Lakes states—is to provide an overview of the structure, capacity, and roles of ESAs in the region, within the context of the broader statewide systems of support for educational improvement and progress.
This research synthesis provides practical guidance for evaluating teacher effectiveness that extends beyond teachers' contribution to student achievement gains.
Effective school leaders may be the linchpin of a successful school system. Research has identified school leadership quality as second only to teacher quality in its influence on student achievement.