Only one-third of state education officials say their departments have adequate capacity to help improve low-performing schools as required by the No Child Left Behind Act (NCLB), according to a survey of all 50 states by the American Institutes for Research (AIR).
The schoolwide program and the targeted assistance program are two approaches related to the ideas established in the Elementary and Secondary Education Act that focused on funding being provided to assist low-achieving students in high-poverty schools. This study compares services and resources provided by each approach and the ways these ...
States that awarded federal Title I School Improvement Grants (SIG) vary widely in their approach to implementing the grants and in distributing the funds to schools, according to a new report examining state strategies for issuing and monitoring the school turnaround funding program.
The purpose of this project is to plan, research, design, and execute the annual Indicators of School Crime and Safety, a flagship report co-sponsored by the National Center for Education Statistics and the Bureau of Justice Statistics.
Susan Therriault is an education researcher whose work straddles equity, K-12 school improvement, and policy. In this Q&A, she describes her career and her work with the COVID-19 Equity in Education project.
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) ...
A new study of turnaround schools in California has found that successful schools tend to use instructional strategies focused on student subgroups, emphasizing teacher collaboration, and having strong leadership as part of their key strategies to improve performance.