This one-year progress report submitted to the President identifies comprehensive, forward-looking recommendations to help ensure that no young person is left behind and that all have the tools to achieve. The strategies focus on addressing the barriers to the path into the middle class and to social mobility more broadly. They include an emphasis on implementing policies to address disparities, developing strong communities that commit to nurturing and mentoring our youth, and encouraging unique public-private collaborations.
Report that focuses on case studies of three schools that have used School Improvement Grant (SIG) funds, with the support of their districts, to implement early learning strategies as part of their turnaround models. A significant body of research shows that achievement gaps in persistently low-performing schools manifest, in many instances, prior to children entering kindergarten. High-quality preschool programs have proven to help close these gaps both for individual student subgroups in a school and for the school as a whole.
Report offers actionable recommendations to support academic success of Black and Latino male students.
The purpose of this study is to bring much-needed attention to the comprehensive challenges of Black males in the United States. Black males continue to perform lower than their peers throughout the country on almost every indicator. And while much work over the years has gone into addressing the challenge of the Black–White achievement gap, there has been no concerted national effort focused on the education and social outcomes of Black males specifically.
For many years, educators and policymakers looking for strategies to close the achievement gap and improve student learning have sought solutions involving new uses of technology, especially for students placed at-risk. Unfortunately, the results of technology initiatives have been mixed. Often, the introduction of technology into classrooms has failed to meet the grand expectations proponents anticipated. The educational landscape is replete with stories and studies about how at-risk students were unable to benefit from particular innovations seeking to use computers for teaching.
The information that follows and an accompanying tool developed by the National High School Center can help schools and districts to systematically collect early warning indicator data so they can identify students at highest risk of dropout. An early warning system can be implemented at the school as well as at district levels. The role of the state is critical for providing support that can help districts and schools collect the key information with relative ease, including the use of integrated longitudinal data systems.
This paper will provide a basic framework for analyzing today’s data-driven decision making options and outline information about the basic elements and steps involved in implementing a data-driven decision making system to facilitate more informed decision making, boost overall school performance and improve student achievement.
This is a guidance letter prepared by the U.S. Department of Justice and U.S. Department of Education describing how schools can meet their obligations under federal law to administer student discipline without discriminating on the basis of race, color, or national origin.
This National Center for Culturally Responsive Educational Systems (NC crest) brief demonstrates the need for rethinking current approaches to teacher education pedagogy and provides guidelines for developing culturally responsive teacher education pedagogy.
This "What Works" guide on positive behavior supports for young children uses "Kathy's" struggle with transitions in her preschool classroom to frame a discussion of acknowledging children's positive behavior. The brief also provides a one-page implementation worksheet.