The initiatives to enhance adult learning program accountability and assessment systems of the following states are described in this paper: Colorado, Connecticut, Delaware, Florida, Georgia, Iowa, Kentucky, Oregon, Texas, Washington, West Virginia.
This report outlines a number of critical issues that should be addressed in order to allow states to explore and understand relationships between the performance of English language learning students on NAEP and on state assessments in this policy context.
The purpose of the Independent Evaluation of California’s Race to the Top–Early Learning Challenge (RTT–ELC) Quality Rating and Improvement System (QRIS) is to inform California stakeholders about the ability of the QRIS to accurately measure program quality, differentiate programs with better learning outcomes for children, and provide quality improvement (QI) ...
As a counterpoint to the increasingly common media reports on school boards that highlight dysfunction and disruption, this report profiles two California school districts—Napa Valley and San José Unified School Districts—that have collaborative and productive approaches to governance.
What does social and emotional learning look like in practice? Specifically, what can district and school leaders do to promote it? In this 75-minute webinar, co-hosted by AIR, American Youth Policy Forum, the Collaborative for Academic Social and Emotional Learning, and the Washoe County School District, audiences heard from a ...
The TELL project is a review of literature and critical annotated bibliography to provide an overview and critique of the research related to the transition of English language learners.
Each year, when states release assessment results, new schools join the ranks of those identified for improvement under No Child Left Behind (NCLB). Associated with this identification are mandated actions which have the potential to derail or redirect existing school reform efforts. The question remains of how to reconcile the implementation ...
This report presents final results from a summative evaluation of the Gates Millennium Scholars Program using longitudinal data collected on early cohorts of recipients.