More than 200 small high schools serving predominantly low-income and minority students have opened in New York City since 2002. They replaced more than 23 large high schools identified as failing.
This brief argues that California and many other states have the foundations in place to build better accountability systems, and proposes a three-pronged approach to put California back on the path of national leadership.
Using Oklahoma as a case study, this article provides analysis of what happens to students after high school graduation.
This series of essays explores the challenges of implementing so many education reforms—such as new Common Core standards, new assessments, new accountability systems, new teacher evaluations, new data systems, and for some states, Race to the Top—all at once, provides a framework for policymakers to think about the choices ahead, as well as strategies and solutions to unexpected conflicts.
This report argues that college and career readiness information should be collected and shared publicly in order to support data-driven decision making aimed at increasing student success.This report also defines the four characteristics of a successful college readiness report - transparent, thorough, timely, and tailored.
This report examines the need for improving high school accountability for preparing students for college and careers. The report also provides examples of how states use outcomes data to track student success beyond high school and how that data is used to hold schools accountable.
This workbook, a product specifically requested by the Oregon Department of Education, addresses the topic of proficiency in an attempt to define it objectively and ensure its consistency in the measurement of student achievement across schools and districts. It articulates the many manifestations of proficiency-based practices in the classroom and addresses the common concerns and questions of those exploring “proficiency.” The workbook makes a case for how schools and districts can and will ultimately benefit from this redesign.
This paper discusses the 16 Race to the Top grantees in 2012 -- a year in which the U.S. Department of Education highlighted the need for personalized learning environments. Specific attention is paid to the successful design and innovation plans of each grantee state, with a focus of four main activity areas within the context of personalized learning. This paper summarizes opportunities for innovation and potential challenges in constructing effective personalized learning environments, with the ultimate hope of providing key takeaway points for improvements in teaching and learning.
Schools today are struggling to achieve innovation, efficiency, and effective reform with limited financial resources. To allay these challenges met by education leaders, the U.S. Department of Education has suggested some approaches to increase educational productivity. Among these recommendations, the Department makes a strong case for policies targeted at personalized learning and competency-based pathways.