The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's…

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's Implementation Study, which uses interview and survey…

The Center on Standards, Alignment, Instruction, and Learning (C-SAIL), examines through four lines of study to determine how college- and career-readiness (CCR) standards are implemented, if they improve student learning, and what instructional tools measure and support their implementation. This brief presents findings from C-SAIL's…

The purpose of this technical assistance paper is to provide a description of the procedures used to determine school grades for the 2014 school year. Florida's current school accountability system originated with state legislation passed in 1999 (the "A+ Plan") and has been revised periodically to reflect increased standards and…

First introduced in 1965, the Elementary and Secondary Education Act (ESEA) has evolved over nearly five decades, emphasizing education reform priorities that mirror the changing national education policy conversation. The most recent iteration of ESEA, also known as the No Child Left Behind Act (NCLB), was enacted in 2001. It emphasized improving…

Bullying in schools is often discussed, but sexual harassment in schools, and how it differs from bullying is often overlooked. In fact, though, sexual harassment (committed both by fellow students and school personnel) is more common and yet more easily and quickly dismissed by those involved, though its consequences for the victim can be…

This review of teaching standards in six states updates a 2009 review (White, Makkonen, and Stewart 2009) by incorporating California's recently adopted teaching standards alongside those from Florida, Illinois, North Carolina, Ohio, and Texas. The previous review was developed at the request of key education agencies in California to inform the…

As schools emphasize accountability and academic progress for all students, professional collaboration is a critical aspect of planning accommodations and interventions that address the learning needs of diverse learners. To better understand collaborative processes, the authors investigated the nature of a collaborative planning experience for…

To ensure the best possible outcomes for young children with and without disabilities, early childhood educators must enter the classroom ready to conduct all types of early childhood assessment--including determining if children need additional services, planning and monitoring instruction, and determining program effectiveness. They'll get the…

Today an ever-increasing number of infants and young children with and without disabilities play, develop, and learn together in a variety of places--homes, early childhood programs, neighborhoods, and other community-based settings. The notion that young children with disabilities and their families are full members of the community reflects…

What turns a good school into a great school? With today's schools under enormous pressure to make adequate yearly progress (AYP), the answers are more important than ever--and this essential guidebook gives K-12 administrators and educators scores of proven, concrete strategies to help their school succeed. Authors Martin Ratcliffe and Melissa…

This "Report Card to the Public" is published in accordance with Alaska Statute 14.03.120 for the school year 2011-2012. Under state law, each school district is required to report information about its plans and performance to its community. This report includes a statewide summary of performance results. It reports the status of public…

To support K-12 students with significant disabilities and get an accurate picture of their skills and knowledge, schools need to implement effective alternate assessment based on alternate achievement standards (AA-AAS). This is the guidebook every team should have--not only to develop successful AA-AAS linked with grade-level content standards,…

This issue brief examines the knowledge and skills teachers need in order to teach in an environment of accountability and standards-based reform. The Education Policy Reform Research Institute (EPRRI) conducted a national symposium that resulted in the identification and validation of essential knowledge and key skills that all educators need to…

Part of understanding the issues that surround the implementation of transformative federal mandates such as the No Child Left Behind Act of 2001 (NCLB) is the accumulation of sound, evidenced-based findings that are coupled with rich descriptive explanatory findings. By doing so, the research community supports educational practice to continually…