As U.S. school leaders anticipate the end of Elementary and Secondary School Emergency Relief funds and contemplate possible budget shortfalls, they will have to make hard choices about how best to leverage limited resources to improve student outcomes. With the stakes high, lawmakers and experts urge school system leaders to rely on research and…

This evaluation study explored a two-year literacy reform effort in a school district with 10 of its 13 elementary schools in the improvement process. Schools were placed in three groups. Group 1 (four schools, 80 teachers) implemented new instructional practices in Year 1 and then added a new curriculum. Group 2 (four schools, 102 teachers)…

The purpose of this study was to describe the pre-training readiness and capacity of educators taking part in the IES-funded Evidence Based Intervention Training for Educators (EBITE). The "Every Student Succeeds Act" (ESSA) in late 2015 charged educational leaders and decision-makers with using evidence-based processes and interventions…

This study provides a systematic review of the use of social emotional learning (SEL) interventions in urban schools over the last 20 years. I summarize the types of interventions used and the outcomes examined, and I describe the use of culturally responsive pedagogy as a part of each intervention. The review of the 66 studies revealed that few…

The purpose of this study was to describe challenges identified by participants from three cohorts in a methods training workshop meant to strengthen evidence-based intervention knowledge and practice. Since passage of the "Every Student Succeeds Act" (ESSA), educational leaders and decision-makers have been charged with ensuring that…

When done reliably and efficiently, measuring school climate can help improve schools' vital signs and help state boards of education realize their goals and objectives for the system as a whole. Moreover, because it is as consequential to schools as checking heart rates and blood pressure are to humans, schools should always use climate measures…

It is well-documented that students of color, and other historically underserved students, have had less access to an equitable and supportive learning environment, perpetuating school failure and, too often, a school-to-prison pipeline that is difficult to escape. This report shows how a number of states are taking advantage of opportunities in…

This policy brief is part of a larger research report, "Making ESSA's Equity Promise Real: State Strategies to Close the Opportunity Gap," that describes how states are using opportunities in ESSA [Every Student Succeeds Act] to better support historically underserved students through the thoughtful selection of specific equity measures…

This report provides an overview of major provisions of the Elementary and Secondary Education Act (ESEA). It also includes a table showing annual appropriations for ESEA programs for FY2017 through FY2022, as well as a table showing the transition in authorized programs and related appropriations from FY2016, when No Child Left Behind Act of 2001…

As states develop their accountability and improvement systems under the Every Student Succeeds Act (ESSA) they can choose high-leverage measures of school progress that, when combined with effective policies, hold promise for supporting success for the youth most marginalized by the education system. This paper suggests that to promote equity and…

The Every Student Succeeds Act (ESSA) of 2015 outlines a direct and sustained approach to improving literacy achievement by supporting states in developing high-quality literacy instruction and a continuum of interventions and support for students at risk for reading and writing failure.

While the original Elementary and Secondary Education Act of 1965 established no requirements for family involvement, every subsequent reauthorization has made stipulations for the inclusion of families in their children's education (Mapp, 2012). Additionally, the Every Student Succeeds Act of 2015 (ESSA) shifted the requirement from "parent…

The Title I, Part D (Part D) Prevention and Intervention Programs for Children and Youth Who Are Neglected, Delinquent, or At-Risk under the "Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act," allocate funds to states and school districts to improve educational services for these youth.…

To address the education needs of these children and youth, the Title I, Part D Neglected or Delinquent Program authorizes two programs 1 that provide grants to states to enable them to award subgrants to state agencies (SAs) (Subpart 1) and local education agencies (LEAs) (i.e., school districts) (Subpart 2) that operate or allocate funds to…

Volume 2 of "Promoting Education and Transition Success for Neglected and Delinquent Youth: An Evaluation of the Title I, Part D Program" consists of three appendices to the main report: (1) Data Collection Technical Appendix (State and Local Agency Surveys, Case Studies, Disclosure Review); (2) Data Collection Instruments (Part D…