Ohio policymakers have consistently voiced support for rigorous education standards and ensuring that all students have the knowledge and skills needed to succeed after high school. State leaders have a duty to step in when schools are falling far short of performance standards. Students receiving a substandard education are more likely to…

This case study identifies college outcomes data transparency and accountability beliefs held by policy-makers, higher education associations, advocacy groups, think tanks, and other actors in the federal higher education policy domain, as well as how these beliefs have changed since the last reauthorization of the Higher Education Act in 2008.…

This study investigated teachers' perception of building-level authentic leadership and its effect on teachers' perception of change. A survey comprised of a pre-STEAM questionnaire, the Authentic Leadership Questionnaire (ALQ), and Stages of Concern Questionnaire (SoCQ) sent through Qualtrics was used to collected data and was analyzed using…

There have been countless efforts to improve academic achievement in public schools across the United States, especially in urban school districts. Few efforts, however, use rigorous analytic modeling tools to anticipate and prevent the potential side effects of change. This chapter proposes the application of system dynamics on educational reform…

In this article, we examine and explore how the recent US Supreme Court case on affirmative action within higher education will shape and contextualize disproportionate minority representation and its monitoring within a K-12 public school context for students with disabilities. That is, as the litigation and ultimate judicial decision shape how…

We outline a multidimensional ecological systems policy framework to better understand how the Individuals with Disabilities Education Act (IDEA) and patterns of racial disproportionality in special education relate. The framework engages with ideology, power, privilege, and context across the multiple layers of the policy-implementation process…

This paper explores ideas about the role of the school principal embedded in New York State education policy. Many public schools across the state fail to deliver equitable opportunities and outcomes for an increasingly diverse student population and improving school leadership offers the potential for substantial returns. Drawing on concepts of…

America's regional comprehensive public institutions of higher education (American Association of State Colleges and Universities institutions, AASCU) serve a unique role as the portal through which so many of the students and much of the nation's future workforce gain the skills needed to face the economic challenges of the 21st century. In…

Across the United States, state and local education agencies work to ensure equitable access to high-quality education for all students, including students who are experiencing homelessness. This barrier to academic success is, unfortunately, not unique. To equitably serve all students, states and districts must first identify students…

Whether and how to hold schools accountable for their performance has been a topic of debate in education circles for decades, and the use of standardized achievement test scores for accountability has been particularly contentious. One proposed strategy for reducing reliance on test scores is to incorporate non-test measures into accountability…

Since the passage of No Child Left Behind nearly twenty years ago, teachers' and students' educational experiences have been largely shaped by the high-stakes accountability system. The consequences of high-stakes accountability can be exacerbated in bilingual settings, because in these contexts often contradictory assessment policies and language…

Using narrow test scores as the only means of accountability does not serve students, teachers, or schools. Jonathan E. Collins writes that policy makers and educators should consider accountability as an education system designed to be accountable to the best version of students. This means assessing outcomes that policy makers too easily…

Pending legislation, regulatory changes, and judicial decisions will require colleges and universities to adapt, perhaps in significant ways. Designed to help governing boards, institutional leaders, and senior staff understand the current policy landscape, this publication summarizes and contextualizes the most pressing federal and state public…

While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. In compliance with WIOA, all states have a statewide workforce development board or council. However, some states have gone beyond…

Hispanic-Serving Institutions' (HSIs) diversification and Title V's anemic funding present a ripe condition for inequity. Hence, I interviewed 29 institutional actors across 17 HSIs to understand how they view their competitiveness for these grants and sources of inequity of this program. I identified four themes, demonstrating that an HSI's…