High school instructional leaders describe how they reframed professional learning around autonomy with structured support. The new system, guided by trust and teacher inquiry, sparked innovation that proved critical during the pandemic.

Stanley Park High was designated a Building Schools for the Future "One School Pathfinder" in 2006, and charged with being innovative in all aspects of schooling. This article, which prefaces a number of forthcoming contributions about interconnected practices at the school, focuses on the journey of reform, one that has rightly…

This report is the executive summary to a paper that argues for a radical restructuring of education for grades 11-14--by erasing the arbitrary dividing line between high school and college--to open opportunities for the learners the current systems leave behind. The authors make the case for an entirely new type of institution--neither high…

U.S. federal policies No Child Left Behind and Race to the Top resulted in a policy overlap that created unique challenges and opportunities for administrators. This study examined principals' perceptions of an overlapping accountability-innovation policy context and their sense of how the policies affected their role as leaders. Primary data for…

New Hampshire's Performance Assessment of Competency Education (PACE) pilot received a waiver from federal statutory requirements related to state annual achievement testing starting in the 2014-15 school year. PACE is considered an "innovative" assessment and accountability system because performance assessments are used to help…

State policymakers are in a unique position to enable the innovations in education necessary to prepare students for a rapidly changing world. Working with 8,000 educators nationwide, the Aurora Institute identified the top 10 issues to address in state policy for transforming the K-12 education system: (1) Profile of a Graduate; (2) Innovation…

In the context of high-stakes accountability, education-related policy efforts have aimed to address the improvement of persistently low-achieving (PLA) schools via turnaround reform strategies. Such strategies provide opportunities for educational leaders to influence the process; however, limited research examining the role of the assistant…

In this case study, I examine the ways adult learners improve skills and practices around communication, problem-solving, motivation, self-esteem, and technology through engagement in a makerspace curriculum focused on composition. A primary objective is to provide insight into the various ways that adult education environments can incorporate…

This paper argues for a radical restructuring of education for grades 11-14--by erasing the arbitrary dividing line between high school and college--to open opportunities for the learners the current systems leave behind. The authors make the case for an entirely new type of institution--neither high school nor college--designed specifically to…

The focus of the article is the process educators use to interpret data to turn it into usable knowledge (Honig & Coburn, 2008) while engaging in a continuous improvement process. The authors examine the types of evidence educators draw upon, its perceived relevance, and the social context in which the evidence is examined. Evidence includes…

Recently, educators and policymakers have taken steps to improve high school graduation rates. Their efforts have already led to a record 83.2 percent graduation rate in 2016 and a 40 percent reduction over the past decade in the number of high schools graduating less than 6 in 10 students. Yet significant challenges for high schools remain.…

The annual "Accountability Report" produced by the Council on Postsecondary Education highlights the system's performance on the state-level metrics included in "Stronger by Degrees: A Strategic Agenda for Kentucky Postsecondary and Adult Education." For each metric, we outline steps taken to improve performance, as well as…

The West Virginia Higher Education Report Card 2013 is the sixth in a revised series of accountability reports. Both the Higher Education Policy Commission and the Community and Technical College System are required by state code to report on system-wide progress toward achieving state postsecondary education objectives. This report continues to…

This paper examines the options available to states to redefine their accountability systems as they begin to implement the Every Student Succeeds Act (ESSA). The new law provides the possibility that states can create more balanced systems of support and accountability focused on educating young people so they can become productive, engaged…

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical…