This document discusses what is needed for accurate graduation rates and provides data on state graduation rates, along with adequate yearly progress information.
Hall, D. (2005). Getting Honest about Grad Rates: How States Play the Numbers and Students Lose. Education Trust.
This paper defines school culture change as a "wicked problem", exacerbated by its incredible complexity, interdependence of variables and stakeholders, and “messy” solutions.
Keyworth, R. (2014). The Importance and Challenges of Bridging the Culture Gap [Powerpoint Slides]. Retrieved from 2014-wing-presentation-intro-randy-keyworth.
In academic year 2017–18, there were 3,883 degree-granting institutions in the United States1 with first-year undergraduates: 2,407 were 4-year institutions offering programs at the bachelor’s or higher degree level and 1,476 were 2-year institutions offering associate’s degrees and other certificates. Some of the differences in the characteristics of 4-year and 2-year institutions may be related to their differing institutional missions.
Characteristics of Degree-Granting Postsecondary Institutions. (2019). NCES. Retrieved from https://nces.ed.gov/programs/coe/indicator_csa.asp
The United States Supreme Court's recent inaugural decision involving the scope of the Education for All Handicapped Children Act of 1975, 1 Board of Education v. Rowley, 2 wherein the Court ruled that the Westchester County public school district is not required to provide a deaf student with a sign language interpreter in the classroom, represents an extraordinary example of judicial usurpation of the legislative function.
Powell Jr, L. F. (1981). Board of Education of the Hendrick Hudson Central School District, Westchester County v. Rowley.
This report is a call to action for chiefs and an invitation to our colleagues, especially members of NASBE and NGA who contributed to this report. The recommendations contained in this report focus on the levers for change that are the responsibility of state education agencies (SEAs) and, where applicable, their partner professional standards boards: licensure; program approval; and data collection, analysis, and reporting.
Our responsibility, Our promise: Transforming Educator Preparation and Entry Into the Profession. (2012). Washington, DC: The Council of Chief State School Officers. Retrieved from https://www.ccsso.org/sites/default/files/2017-10/Our%20Responsibility%20Our%20Promise_2012.pdf
This case study examines the Edna McConnell Clark Foundation's promotion of the Homebuilders type of family preservation services as the sole model worthy of public support.
Adams, P. (1994). Marketing social change: The case of family preservation. Children and Youth Services Review, 16(5-6), 417-431.
This policy brief focuses on the clinical aspects of teacher preparation in each of these key features. These aspects include the typical processes of clinical work, the location, and the duration of the training.
American Association of Colleges for Teacher Education (AACTE). (2010). The clinical preparation of teachers: A policy brief. Washington, DC: Author.
State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs.
American Association of State Colleges and Universities (AASCU). (2006). Teacher induction programs: Trends and opportunities. Policy Matters, 3(10), 1–4.
This article describes the characteristics of school mental health and social services in the United States, including state‐ and district‐level policies and school practices.
Brener, N. D., Martindale, J., & Weist, M. D. (2001). Mental health and social services: Results from the School Health Policies and Programs Study 2000. Journal of School Health, 71(7), 305-312.
Economic and demographic changes in the United States signal a new mission for education. This paper argues that this changed mission requires a new paradigm for school reform policy, one that shifts from designing controls intended to direct the system to developing capacity that enables schools to meet students' needs.
Darling-Hammond, L. (1992). Reframing the School Reform Agenda: Developing Capacity for School Transformation.
In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
This article presents the legal requirements of the IDEA amendments regarding ISPs, FBAs, and BIPs for special education students with problem behavior, (b) describe the initial policy letters, and (c) discuss the implications of the law for school psychologists and other members of IEP teams.
Drasgow, E., & Yell, M. L. (2001). Legal Requirements and Challenges. School Psychology Review, 30(2), 239-251.
The Every Student Succeeds Act (ESSA) returns decision making for our nation’s education back where it belongs – in the hands of local educators, families, and communities – while keeping the focus on students most in need.
Fennell, M. (2016). What educators need to know about ESSA. Educational Leadership, 73, 62–65.
A recently released report from the GAO finds that overall staffing in the Department of Education has fallen from a high of 6,391 in 1981 to 4,077 in 2015, while contracting levels have remained relatively stable. It is important to note that the workload for Department of Education has grown as the budget for the department has increased significantly during this same period. More eliminations of personnel are expected as the Trump administration has called for a further 13.5% reduction. It is interesting to note that the entire federal workforce has experienced a 4% reduction in staffing from 1991 through 2015, while the Department of Education lost 12% of it’s personnel.
Foxx, V., Guthrie, B., Rokita, T. and Rothmam, G. (2107). Department of Education: Staffing Levels Have Generally Decreased Over Time, While Contracting Levels Have Remained Relatively Stable. US Government Accountability Office GAO-17-669R.
The publication of this report marks the 65th anniversary of Brown v. Board of Education, the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of Brown at grave risk. Research shows that segregation has strong, negative relationships with the achievement, college success, long-term employment and income of students of color.
Frankenberg, E., Ee, J., Ayscue, J. B., & Orfield, G. (2019). Harming our Common Future: America's Segregated Schools 65 Years after Brown.
Whole system reform is just that – 100 per cent of the system – a whole state, province, region or entire country. This paper examines those drivers typically chosen by leaders to accomplish reform, critiques their inadequacy, and offers an alternative set of drivers that have been proven to be more effective at accomplishing the desired goal.
Fullan, M. (2011). Choosing the wrong drivers for whole system reform (pp. 3-4). Melbourne: Centre for Strategic Education.
Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
The author explains in this paper that policies from on high often work against campuses being more productive. This paper ends with definite recommendations about how new governance arrangements can promote productivity.
George W. Bush Institute. (2014). Governing Schools for Productivity. The Productivity for Results Series No. 4. Retrieved from https://files.eric.ed.gov/fulltext/ED560216.pdf
Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.
Gershoff, E. T., & Font, S. A. (2016). Corporal Punishment in US Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report, 30(1).
The authors describe the policy and administrative-practice implications of implementing evidence-based services, particularly in public-sector settings. They review the observations of the contributors to the evidence-based practices series published throughout 2001 in Psychiatric Services.
Goldman, H. H., Ganju, V., Drake, R. E., Gorman, P., Hogan, M., Hyde, P. S., & Morgan, O. (2001). Policy implications for implementing evidence-based practices. Psychiatric Services, 52(12), 1591-1597.
Discusses educational changes from a system perspective. Sets forth a series of assertions based on eight years of experience with special-education reform initiatives in Iowa. Presents generalizations from an experiential base regarding critical components and characteristics of change process. Gives specific recommendations for persons contemplating educational innovative initiatives.
Grimes, J., & Tilly III, W. D. (1996). Policy and Process: Means to Lasting Educational Change. School Psychology Review, 25(4), 465-76.
This article examine the concept of behavioral contingency and describes NCLB as a set of contingencies to promote the use of effective educational practices. Then they describe their design of an alternate assessment, including the components designed to capitalize on the contingencies of NCLB to promote positive educational outcomes.
Hager, K. D., Slocum, T. A., & Detrich, R. (2007). No Child Left Behind, Contingencies, and Utah’s Alternate Assessment. JEBPS Vol 8-N1, 63.
Here six authorities in public education discuss how local philanthropies can overcome them even if school districts cannot. Making School Reform Work identifies new institutions that can be created by foundations and civic groups to remedy deficiencies in local school governance, formulate bold reforms, and guarantee implementation.
Hill, P. T., & Harvey, J. (Eds.). (2004). Making school reform work: New partnerships for real change. Brookings Institution Press.
The No Child Left Behind (NCLB) Act has been languishing for years, and Congress may now end up rewriting the law to fix its many flaws. However, it's now been discredited to the point that almost all states now receive waivers that allow them to miss key elements of the law without any punishments.
Jackson, A. (3). big ways No Child Left Behind failed. Business Insider, 25.
This book addresses the question of what it takes to develop social indicators that genuinely influence important public decisions
Knowledge and public policy: The search for meaningful indicators
Dear Colleagues Letter: Resource Comparability is a letter written by United States Department of Education. This letter was meant to call people attention to disparities that persist in access to educational resources, and to help address those disparities and comply with the legal obligation to provide students with equal access to these resources without regard to race, color, or national origin (This letter addresses legal obligations under Title VI of the Civil Rights Act of 1964, Title VI). This letter builds on the prior work shared by the U.S. Department of Education on this critical topic.
Lhamon, C. E. (2014). Dear colleague letter: Resource comparability. Washington, DC: US Department of Education, Office for Civil Rights. Retrieved from http://www2. ed. gov/about/offices/list/ocr/letters/colleague-resourcecomp-201410. pdf.
This article elaborate on a topic "What to expect in Common Core immediate political future". Here, they discuss four key challenges that CCSS will face between now and the end of the year. Common Core is now several years into implementation. Supporters have had a difficult time persuading skeptics that any positive results have occurred. The best evidence has been mixed on that question. The political challenges that Common Core faces the remainder of this year may determine whether it survives.
Loveless, T. (2016). Common Core’s Major Political Challenges for the Remainder of 2016. Brookings Institute. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2016/03/30/common-cores-major-political-challenges-for-the-remainder-of-2016/
The Millennium Challenge Corporation (MCC) sponsoring rigorous independent evaluations of its funded projects to build scientifically-valid evidence about "what works." On October 29, the nonprofit, nonpartisan Coalition for Evidence-Based Policy, in collaboration with MCC, hosted a forum with leaders of the development policy and research community on MCC's evidence-based approach.
Lyon, R. L. (2002, November). Rigorous evidence: The key to progress in education. In forum of the Coalition for Evidence Based Policy, Washington, DC.
This study examined the policies and practices of a representative sample of high schools to identify how they structure their credit recovery programs.
Malkus, N. (2019). Practice Outpacing Policy? Credit Recovery in American School Districts. American Enterprise Institute.
this report identifies three crucial areas leaders across all states can usefully consider as they seek answers to some key questions. The report emphasizes that every state faces a unique blend of educational, political and financial circumstances and that, therefore, each state's approach should fit its needs and particularities.
Manna, P. (2015). Developing Excellent School Principals to Advance Teaching and Learning: Considerations for State Policy. Wallace Foundation.
The authors examined the literature on functional behavioral assessment according to external validity and assessment with regard to its cost-benefits (i.e., its effectiveness relative to other approaches, time, and effort).
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford Jr, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24(2), 169-179.
No Child Left Behind Act of 2001 ESEA Reauthorization
No child left behind act of 2001. Publ. L, 107-110. (2002)
The National School Climate Council has developed a school climate framework that is built around five core standards that address the school’s “vision,” policies, practices, environment, and commitment.
Ntional School Climate Standard. (2010). National School Climate Standards Benchmarks to promote effective teaching, learning and comprehensive school improvement. Retrieved from https://www.schoolclimate.org/themes/schoolclimate/assets/pdf/policy/school-climate-standards.pdf
President Trump’s proposed America First Budget reduces the Department of Education budget by $9.2 Billion. It is important to note in America education is primarily a State and local responsibility. The federal portion of education budget is only 1% of the total national education expenditures. Some of the programs that are at risk are Title II grants which provide funds to hire and train teachers, teacher improvement programs, summer programs, after-school and extended-learning initiatives, teacher-preparation program improvement, Supplemental Educational Opportunity Grants (SEOG) which offer aid to low-income undergraduates, TRIO Programs (TRIO) serving low-income individuals, first-generation college students, and individuals with disabilities, GEARUP (Gaining Early Awareness and Readiness for Undergraduate Programs, and The Supporting Effective Educator Development (SEED) Grant Program which provides non-profits resources for recruiting, selecting, and preparing or providing professional enhancement activities for teachers and principals.
Office of Budget and Management. (2017). America First: A Budget Blueprint to Make America Great Again.
This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.
Orfield, G., Losen, D., Wald, J., & Swanson, C. B. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Civil Rights Project at Harvard University (The).
US President Obama has launched one of the world’s most ambitious education reform agendas. Under the heading “Race to the Top”, this agenda encourages US states to adopt internationally benchmarked standards and assessments that prepare students for success in college and the workplace: recruit, develop, reward, and retain effective teachers and principals.
Organisation for Economic Co-operation and Development (OECD). (2011). Lessons from PISA for the United States–Strong performers and successful reformers in education. OECD Publishing. doi:http://dx.doi.org/10.1787/9789264096660-en
The purpose of this paper is to provide a brief overview of historical trends in the funding of special education programs, to discuss current issues, and to consider alternative directions for the future
Parrish, T. B. (1996). Special Education Finance: Past, Present, and Future. Policy Paper Number 8.
The Elementary and Secondary Education Act (ESEA) was a cornerstone of President Lyndon B. Johnson’s “War on Poverty” (McLaughlin, 1975). This law brought education into the forefront of the national assault on poverty and represented a landmark commitment to equal access to quality education (Jeffrey, 1978).
Paul, C. A. (2016). Elementary and secondary education act of 1965. Social Welfare History Project.
The Standardized Testing Primer provides non-specialists with a thorough overview of this
controversial and complicated topic. It eschews the statistical details of scaling, scoring, and
measurement that are widely available in textbooks and at testing organization Web sites,
and instead describes standardized testing's social and political roles and its practical uses-
who tests, when, where, and why.
Phelps, R. P. (2007). Standardized testing primer (Vol. 21). Peter Lang.
The Howard County school board agreed to pay nearly $1.65 million in salary and benefits to persuade Renee Foose to retire as schools superintendent.
Prudente, T. (2017). Howard County board pledged to pay Foose $1.65 million packages to step down as school superintendent. Retrieved from https://www.baltimoresun.com/education/bs-md-foose-buyout-20170503-story.html
First published in 1971, the book challenged many major assumptions about institutional change and examined efforts to implement Public Law 94-142 (Education for All Handicapped Children) into public schools. The book argued that federal efforts to restructure education were generally a failure.
Sarason, S. B. (1996). Revisiting" The culture of the school and the problem of change". Teachers College Press.
Part of the president Bush strategy for the transformation of "American Schools" lies in an accountability system that would track progress toward the nation's education goals as well as provide the impetus for reform. Here we focus primarily on issues of accountability and student achievement.
Shavelson, R. J., Baxter, G. P., & Pine, J. (1992). Research news and comment: Performance assessments: Political rhetoric and measurement reality. Educational Researcher, 21(4), 22-27.
In today's political climate, standardized tests are inadequate and misleading as achievement measures. Educators should employ a variety of measures, improve standardized test content and format, and remove incentives for teaching to the test. Focusing on raising test scores distorts instruction and renders scores less credible. Includes 13 references.
Shepard, L. A. (1989). Why We Need Better Assessments. Educational leadership, 46(7), 4-9.
The title of the address is " Ensuring Teaching and Learning in the 21st Century: What We Know and What We Need to Know From Research." The focus is on the plight of children. The author believes a partial solution is integrated comprehensive school-linked services.
Stallings, J. A. (1995). Ensuring teaching and learning in the 21st century. Educational Researcher, 24(6), 4-8.
Despite New York’s wrong turn, the $6 billion for Reading First has more generally been one of the best investments ever in federal education spending. It has already brought some remarkable reading breakthroughs in many parts of the country and among at-risk students.
Stern, S. (2007). This Bush education reform really works. City Journal, 100-107.
This article focuses on the systemic implementation features of SWPBS as a means of increasing the accurate adoption and sustained implementation of effective behavioral practices at the individual student, classroom, and school-wide levels. This article describes SWPBS, suggest how SWPBS might be implemented at broader systems levels, and discuss research and practice implications.
Sugai, G., & Horner, R. R. (2006). A promising approach for expanding and sustaining school-wide positive behavior support. School psychology review, 35(2), 245.
This report provides state and district policymakers in Texas with updated information on trends in teacher mobility and on correlates of mobility in the teaching workforce, offering a systematic baseline for monitoring and planning.
Sullivan, K., Barkowski, E., Lindsay, J., Lazarev, V., Nguyen, T., Newman, D., & Lin, L. (2017). Trends in teacher mobility in Texas and associations with teacher, student, and school characteristics. REL 2018–283.
This article summarize changes and challenges that school personnel will face in order to implement The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA).
Presented are 12 author contributed chapters which developed out of an invisible college of leaders concerned with providing services to the severely, profoundly, and multiply handicappe
Thomas, M. A. (1976). Hey! Don't Forget About Me! Education's Investment in the Severely, Profoundly, and Multiply Handicapped.
This text offers a pragmatic assessment of the role of police and school crime through the perspective of esteemed academicians and practitioners. School Crime and Policing hopes to spark awareness and encourage preparedness for the safety of our schools and our communities.
Turk, W. L. (Ed.). (2004). School crime and policing. Prentice Hall.
The Commission identified the six goals as the foundation for transforming mental health care in America. This report discusses each goal in-depth, showcasing model programs to illustrate the goal in practice and providing specific recommendations needed to transform the mental health system in America.
United States. President's New Freedom Commission on Mental Health. (2003). Achieving the promise: transforming mental health care in America: final report. President's New Freedom Commission on Mental Health.
In order to ensure the Department's “Equity in IDEA” or “significant disproportionality” regulations effectively address significant disproportionality, the Department proposes to postpone the compliance date by two years, from July 1, 2018, to July 1, 2020
US Department of Education. (2006). Assistance to states for the education of children with disabilities and preschool grants for children with disabilities; Final rule (34 CFR Parts 300 and 301). Federal Register, 71, 46540.
The authors recommend a shift in focus for TFA from a program of mixed impact to one that makes measureable changes in the quality of education in America. Recommendations for policymakers and districts are provided.
Vasquez Heilig, J., & Jez, S. J. (2014). Teach For America: A return to the evidence.
This article discuss how policymakers continued to search way through several approach to improve academic outcomes and life chances for low-income students.
Wax, A. L. (2019). Educating the Disadvantaged. National Affairs, no.40. Retrieved from https://www.nationalaffairs.com/publications/detail/educating-the-disadvantaged
Developed by the Office of Special Education and Rehabilitative Services (OSERS), this report presents current weaknesses in the education of students with learning problems (those having difficulties learning for any of a variety of reasons) and suggested strategies for correcting those weaknesses.
Will, M. C. (1986). Educating children with learning problems: A shared responsibility. Exceptional children, 52(5), 411-415.