Policy: Federal

Improving Low-Performing High Schools: Searching for Evidence of Promise

This report presents a review of improvement strategies and reforms that educators and policymakers can develop and implement to support low-performing high schools. The report explains the theories that drive each reform strategy, reviews the evidence supporting the strategies, and provides suggestions for implementing the reforms. Some of the reform strategies include dual enrollment, early college high schools, learning communities, career academies, and charter high schools. 

Teaching Adolescents to Become Leaders: The Role of Noncognitive Factors in Shaping School Performance: A Critical Literature Review

This literature review explores the role of noncognitive factors in academic performance, which is measured by student GPA. The report develops an evidence-based conceptual framework from existing literature on noncognitive factors. The report also analyzes existing research to identify any gaps in knowledge in order to assist policymakers who wish to assess leverage points for improving student achievement. Additionally, it examines implications for student learning, presents case studies, and provides recommendations.

Connecting the Dots: Education, Policy, Workforce

On September 17, the U.S. Chamber of Commerce Foundation’s Education and Workforce Program hosted Connecting the Dots: Education, Policy, Workforce, a summit focused on the roles that business, education, and workforce development leaders can play in improving education outcomes and increasing the number of people who are college and career ready.

Prepare and Inspire: K-12 Education in Science, Technology, Engineering, and Math (STEM) for America's Future

This report provides evidence-based strategies to increase student proficiency and engagement in Science, Technology, Engineering, and Mathematics (STEM).  The President's Council of Advisors on Science and Technology (PCAST) sought out the expertise of educators, school administrators, private companies, government officials in education, and STEM practitioners to inform their policy recommendations. Suggestions range from more federal promotion of STEM to innovative and experiential learning of STEM for students from all backgrounds.

An Emerging Federal Role for Competency Education

This policy brief is the first in a series of briefs on how the federal government can support competency-based education. The brief opens with a description of competency-based education and a working definition, followed by state examples that illustrate a shift towards competency-based education. The brief also discusses the federal role in expanding competency-based education, including barriers in federal accountability and assessment policies.

Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics

This report from the President's Council of Advisors on Science and Technology provides recommendations for increasing the number of college graduates with degrees in Science, Technology, Engineering, and Mathematics (STEM). Premised on the economic projections that we will need 1 million more STEM professionals than we are currently on track to produce, the report focuses on the most cost effective solution to this problem: retaining STEM majors through their first two years of college.

Research-Based Options for Education Policymaking: Twenty-first-Century Skills and Implications for Education

This brief describes the different interpretations of  what "21st century skills" are as well as the different perspectives of how these skills should be implemented and assessed. The brief also includes recommendations for policymaking around implementation and assessment of 21st century skills. These recommendations include refocusing accountablity systems, defining proficiencies and competencies around work-based learning opportunities, expanding secondary and higher education cooperation, and implementing Linked Learning.


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