The prevalence and pervasive nature of emerging chemicals of concern have created widespread environmental injustice apprehensions in vulnerable communities. To alleviate and address these concerns, identifying, engaging, and training a diverse environmental health research workforce will be critical and necessary steps to combat and prevent the…

When Nia Thornton became an assistant principal at Central Gwinnett High School in Georgia, one of her responsibilities was to lead professional learning for the school staff. She and the school leadership team were excited engage the staff in meaningful, day-to-day learning. They knew that their work needed to be rooted in current research and…

As states and districts seek to elevate learning and prepare more students for work in the digital future, they have not only a unique opportunity, but also an urgent imperative, to redesign high school math. This report examines an array of education policies that exert considerable influence on the math students learn and when they learn it,…

This publication explores how state accountability systems currently address college readiness and academic and technical career readiness and offers recommendations and examples of policies and practices that incentivize and reward districts and schools for preparing more students to earn credentials and degrees in high-demand career fields.

This report examines how technology and automation are changing the job market -- and what states can do to prepare adults for the new workplace. It analyzes shifts from low- to middle-skills jobs, details current education levels, and offers recommendations for retooling adult education programs.

Research by Achieve, ACT, and others suggests that for high school graduates to be prepared for success in a wide range of postsecondary settings, they need to take four years of challenging mathematics--covering Advanced Algebra; Geometry; and data, probability, and statistics content--and four years of rigorous English aligned with college- and…

Educational leaders continue to be challenged in terms of accountability measures for increased student achievement, as mandated by the No Child Left Behind Act of 2001 (NCLB). In particular, schools must show adequate yearly progress (AYP) reaching 100% proficiency levels for all students in the areas of English language arts and mathematics by…

The quality of math standards within career paths is an important one, as it can indicate whether career and technical education (CTE) students are receiving a rigorous academic and technical curriculum. This is especially important as the CTE field has expanded to include technology and pre-engineering (often called STEM fields) as well as more…

The Literacy Design Collaborative (LDC) and the Mathematics Design Collaborative (MDC) are strategies designed to improve how teachers teach and students learn. The designs encourage teacher collaboration and creativity and offer flexible frameworks for building lessons in all disciplines. Their purpose is to engage students to read challenging…

This report identifies the states with current or pending state-level end-of-course assessment (EOC) programs, the subjects in which EOCs are administered in the states, and the EOCs (if any) students must pass to graduate from high school. Twenty-two states currently administer one or more EOCs to all students in an EOC course. This number will…

The phrase "preparing students for college and career" has become so ubiquitous that it has become almost a mantra in educators' discourse in recent years. Whether mentioned in the Common Core State Standards, in the mission statements of high schools, or in political campaigns, improving the college and career readiness of young people…

The purpose of this study was to investigate the formal mathematics educational training of elementary grade teachers as well as their perceived levels of self-efficacy regarding the Georgia Performance Standards for mathematics. This study investigated 129 first through fifth grade teachers in Northeast Georgia. The researcher administered a…

This report provides information about the performance of Georgia's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and…

This individual profile provides information on Georgia's high school exit exam standards and policies. Some of the categories presented include: (1) State exit exam policy; (2) Type of Test; (3) Purpose; (4) Major changes in exit exam policy since the 2009-10 school year for financial reasons; (5) Subjects tested on exam; (6) Grade exam first…

The purpose of this study was to build upon Askins's 2002 research by examining the perceptions of Georgia educators as it relates to the instructional leadership role of the principal in helping 11th- and 12th-grade teachers adjust to the newly implemented Georgia Performance Standards and high-stakes testing. This study used qualitative-dominant…