AIR, along with several partners, recently completed a large-scale evaluation of statewide professional development academies in Texas. The study provided the Texas Education Agency with critical information about the implementation of the professional development academies provided to teachers through the regional education service centers.
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The Wisconsin Response to Intervention (RtI) Center was established by the Wisconsin Department of Public Instruction in 2009 in partnership with the state’s 12 Cooperative Educational Services Agencies (CESAs). The purpose of the RtI Center is to provide high-quality technical assistance and support for RTI implementation to school districts throughout the state. CESA 5, the fiscal agent for the Wisconsin RtI Center, contracted for a formative evaluation of the RtI Center’s first two years of operation.
This study compares the measurement of mathematics and reading trends by two separate National Assessment of Educational Progress (NAEP) statistical series.
This report builds upon a series of National Center for Education Statistics reports on high school dropout and completion rates that began in 1988.
When launching a new program, education leaders often provide teachers with a few days of training on the process and then send them back to the classroom. Once there, teachers may discover they have no clear idea of what the program should actually look like in practice.
The progress of new programs is often measured by how well they are being executed. This approach tends to ignore a critical actor—the person charged with implementing the innovation. The Stages of Concern process helps keep the people doing the work at the center of the change process.