Sentences with phrase «federal school improvement policies»

Not exact matches

The report, conducted by the Center on Education Policy, a Washington - based research organization that tracks implementation of the federal law, found that schools and districts are better aligning instruction and state standards, that test scores are rising, and that the number of schools labeled «in need of improvement» is holding steady.

Frequent topics include school improvement, leadership, standards, accountability, the achievement gap, classroom practice, professional development, teacher education, research, technology and innovations in teaching and learning, state and federal policy, and education and the global economy.

There is growing policy; fiscal and practical support for prosocial educational and school climate improvement efforts from federal agencies, state departments of education and large and small districts across America.

There is growing policy; fiscal and practical support for prosocial educational and school climate improvement efforts from federal agencies, state departments of education and large and small distri... Read More...

In higher - performing districts, leaders did not expect improvement in lowperforming schools to occur merely by means of inputs required under federal and state policies (e.g., school choice, tutoring, prescribed needs assessments and schoolimprovement planning, curriculum audits, advice from external consultants).

Much will change in practice and policy as the Every Student Succeeds Act (ESSA) replaces the law, regulations, and guidance established through NCLB; but two elements of the new legislation stand out: the shift away from federal mandates toward greater state and local authority, and the emphasis on evidence - based school improvement practices.

Advocates for parent and community engagement see the newly revised federal K - 12 law as an opportunity to expand their impact on states» academic goals, plans for school improvement, and other areas of policy.

What is needed instead is a fundamental shift in direction in federal education policy, and ESSA is not it; therefore every family that can afford it should opt out of state schooling whenever possible until No Child Left Behind's failed strategy for social improvement via annual testing and publishing the results is abandoned entirely, and until Sacramento gets serious about subsidiary devolution, which implies that assessing and reporting on the results of local schools should be left to the local districts, whose citizens may have different priorities and values that the state and federal governments should learn to respect.

This brief examines why policies known as «last in, first out» may disproportionately affect schools receiving federal School Improvement Grants.

State education agencies (SEAs) are required by federal policy to provide a statewide system of intensive and sustained support to Title I schools and districts identified as in need of improvement due to persistently low student performance.

These profiles illuminate how federal policies and programs can accelerate school improvement by highlighting the experiences of New Leaders in the field.

Instructional Leadership, Defined Despite 30 years of research showing the direct and indirect impact school principals have on student achievement and school improvement, federal policy has largely overlooked the vital role of the principal as instructional leader.

Many of the federal requirements in the areas of accountability, assessments, and school improvement have changed, with many of the decisions about these policies now to be made at the state or local level.

At the start of the 21st century, new state and federal accountability policies — with their widely publicized results on standardized tests and penalties for schools that failed to meet improvement targets — led central - office administrators to closely manage schools.

Duncan's policies, which have often relied on competitive grant programs, but he disagrees with Duncan's prescriptive turnaround plans — currently in effect in districts that have taken federal School Improvement Grants.

The national policy landscape surrounding academic standards, assessments, accountability, and school improvement is in many respects more chaotic than ever as states transition away from strong federal systems and requirements under NCLB and once again take the lead role in defining and enforcing accountability measures for public schools.

Decades of research confirms that positive parental involvement is critical for students» success in school, and federal policy mandates effective programs at all school levels; however, parent involvement often remains on the back burner of school improvement initiatives.