This policy brief from the Annenberg Institute for School Reform examines policies and activities related to establishing peer networks and external collaborations in England and in New York City. It identifies differences in English policy and practice that allow English schools to facilitate more effective and more prolific external peer networks, including local support for privately-operated external networks, a focus on principal networking, and ample time for both teachers and principals to participate in peer networks.
This policy brief from the Alliance for Excellent Education makes a number of federal policy recommendations that might support states’ comprehensive literacy plans, including: support for college and career ready standards, support for state level literacy teams, support for teacher education and professional development focused on content literacy, and investment in ongoing research and evaluation. Authors argue that major commitments are necessary from state and federal agencies to make substantial improvements in literacy achievement.
This policy brief from The Education Trust-West discusses the need for a more educated workforce. The author examines the effects of low expectations and coursework rigor for all students, especially low-income students and students of color, and provides recommendations that include a more integrated and equitable approach.
This report sponsored by the College Board identifies the research-based factors that contribute either to the persistence or to the attrition of young men of color within the education system. The author synthesizes the literature in context of the communities to find connections and intersections in the literature for each of these racial/ethnic groups.
This report, sponsored by the State Educational Technology Directors Association (SETDA), provides examples of education technology programs being funded by national, state, district, and local governments. The authors collected data on educational technology programs funded to state educational agencies (SEAs) through the Enhancing Education Through Technology (EETT) grant program.
This 2011 National Center for Education Statistics Congressionally-mandated report covers all aspects of education in America, with 50 indicators that include findings on enrollment trends, demographics, and outcomes. This report also features a closer look at postsecondary education by institution level and status (public, private not-for-profit, or private for-profit), describes the current state of postsecondary education, and how it has been changing in recent decades.
This report, sponsored by Education Sector, discusses the urgent need to improve the quality of teaching across the United States by recruiting more talented people into the field and creating/increasing incentives for existing teachers. The report discusses an innovative approach to reaching these goals through the Generation Schools model, where the school schedule is altered and teachers have much more time for collaboration and planning.
This policy brief, sponsored by the Alliance for Excellent Education, discusses the need for highly effective teachers. The author examines the effects of highly effective teachers on all high school students and provides policy recommendations that include: supporting the adoption of the Common Core State Standards; creating standards that define quality teaching; supporting the development of teacher performance assessments; developing human capital systems; and using longitudinal data systems to track teacher and student data.
This report discusses the importance of early literacy in order to prepare adolescents to be college and career ready. It states that literacy crosses over into other subject areas such as science and math and problem solving skills in life. The authors suggest that linking instruction to the growing knowledge base on literacy and using current outcome data and best practices can help bridge this gap and lead to more prepared students.