"What do all youth need to make a successful transition to adulthood?" This is the central question that the Guideposts for Success is designed to answer. Two characteristics set the Guideposts for Success apart from other frameworks and resources pertaining to youth transition. First, it recognizes that youth in the…

Developing positive school climates and improving school discipline policies and practices are critical steps to raising academic achievement and supporting student success. However, there is no single formula for doing so. Rather, the growing body of research and best practices in the field should inform locally developed approaches to improving…

The UNESCO Institute for Lifelong Learning (UIL) has launched a new publication, "Integrated Approaches to Literacy and Skills Development: Examples of Best Practice in Adult Learning Programmes." This new compilation showcases 21 adult education programmes that demonstrate promising approaches to integrating literacy, life skills and…

The Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), signed into law on December 10, 2015, requires that state education agencies (SEAs) establish standardized, statewide entrance and exit procedures for their English learners (ELs), including ELs with disabilities. For certain ELs with…

Inclusive teacher preparation varies greatly in format and practice, yet programs grapple with the same underlying challenges: which practices work and where do they work. As children with disabilities are increasingly being included in schools, it is essential that guidance is put into place on how best to adapt inclusive practices into the…

This policy report provides an overview of the Common Core State Standards, how they were developed, the sources that were referenced in their development, the need for educational standards generally, what they entail, and what it will mean for educators to implement them. The report draws from research and reference material to outline the…

Sexual harassment has long been a significant problem for women workers. But with the emergence of the #MeToo movement, there has been a renewed public, cultural and academic focus on workplace harassment. "Limiting our Livelihoods: The Cumulative Impact of Sexual Harassment on Women's Careers" investigates the compounding impact of…

Research suggests that youth with Autism Spectrum Disorder (ASD) are less likely than youth with other disabilities to be successful in transitioning to work and postsecondary education and therefore, they may face a lifetime of reliance on public assistance. The U.S. Government Accountability Office (GAO) was asked to examine services provided…

This book is the first comprehensive account of developments in open and distance non-formal education in developing countries for over more than 20 years. It includes many instructive and inspiring examples of how international agencies such as UNESCO, FAO, WHO, UNICEF, USAID and the Commonwealth of Learning and national providers are using…

Transition from secondary education to adulthood represents a period during which adolescents with disabilities face multiple responsibilities and changing roles that include establishing independence, attending postsecondary education or training, developing social networks, choosing a career, participating in their communities, and managing…

More than one in four of America's public schools are rural, and nearly one in six of the nation's students are in rural areas. Many children and their families in rural America need better and more equitable educational opportunities. This is the main theme of "Why Rural Matters 2015-16: Understanding the Changing Landscape," the eighth…

Effective state policy for new teacher mentoring stipulates program elements that increase the likelihood that district programming will be implemented and, thus, defines for districts what is important about mentoring support. Although most state policies do not differentiate programs for novice special education teachers, there are particular…

Local school systems, Local Education Agencies [LEAs], and universities, Institutions of Higher Education [IHEs], work together in a variety of ways in the initial preparation and ongoing professional development of teachers, although it is difficult to ascertain the number of LEA/IHE partnerships. These relationships typically allow for a…

This paper begins with an exploration of the history of the international Education for All (EFA) programme and its tendency to overlook some marginalised groups of children, in particular those seen as having "special educational needs" or impairments and disabilities. The exclusion from "mainstream" education programmes of the estimated, though…

"Why Rural Matters 2013-14" is the seventh in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states and calling attention to the need for policymakers to address rural education issues in their respective states. While it is the seventh in a series, this report is not simply an…