The College and Career Readines and Success Center closed on September 30,2019 because the grant cycle for the U.S. Department of Education Comprehensive Centers ended. The information on this website will no longer be updated. Visit www.air.org for updates on college and career readiness.
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The U.S. Department of Education (ED) recently selected the highest-rated Investing in Innovation (i3) applicants. These 49 school districts, nonprofit education organizations and institutions of higher education were chosen from among nearly 1,700 applicants. To officially become an i3 grantee, the winning applicants have until September 8th to secure commitment for a 20% private sector match.
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This is the final of a four-part series on the Race to the Top (RTTT) Round Two finalists.[1] Below, we highlight examples of high school strategies described in seven of the RTTT finalists’ proposals.[2]
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This is the third in a four-part series on the Race to the Top (RTTT) Round Two finalists. Below, we highlight examples of high school strategies described in six of the RTTT finalists’ proposals.[1]
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This is the second in a four-part series on the Race to the Top (RTTT) Round Two finalists. Below, we highlight examples of high school strategies described in six of the RTTT finalists’ proposals.[1]
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The U.S. Department of Education recently announced the 19 Race to the Top (RTTT) Round Two finalists. In their applications, states were required to project improvement in achievement and graduation rates and to demonstrate how they plan to meet those projections should they be awarded RTTT funds.
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Policymakers and educators at the state, district, and building levels are looking to research and evaluation studies to guide policy and practice decisions. Increasingly, applications for federal and state funding require use of “evidence based” or “research supported” strategies, programs, and reform activities.
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Since 2005, the U.S. Department of Education’s Institute of Education Sciences (IES) has awarded more than $400 million in discretionary grants to 41 states and the District of Columbia to help state education agencies design, develop, and implement state longitudinal data systems (SLDSs).
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Decades of research have shown that what happens in the home and community impacts students at school, and what occurs at school impacts students’ home and community experiences. Thus, it stands to reason that students who attend chronically low-performing high schools will benefit from comprehensive, responsive systems that cut across multiple policy and social service domains, including education and health and human services.[1]
