This article describes the Taxonomy of Intervention Intensity, which articulates seven principles for evaluating and building intervention intensity based upon research. The Taxonomy's seven dimensions of intensity are strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral support, and individualization (see Table 1). In…

Due to problems related their content and use; textbooks do not achieve the expected effect in learning although they are one of the most important elements of the science curriculum. Questions in textbooks are also important criteria in determining the effect of textbooks. In this study, it was aimed to compare questions in four different science…

We investigated changes in district science coordinators' understandings and practices following their participation in a statewide professional development (PD). Participants included 13 male and 34 female science coordinators from 42 different school districts in Virginia. Data included presurvey, postsurvey, and delayed postsurvey responses;…

This report identifies effective strategies to tackle skills imbalances in Italy. It provides an assessment of practices and policies in the following areas: the collection and use of information on skill needs to foster a better alignment of skills acquisitions with labour market needs; the design of education and training systems and their…

California's higher education system is not keeping up with the economy's changing needs, and California stands to face a large skills gap by 2030--it will be 1.1 million workers with bachelor's degrees short of economic demand. Closing the gap will require increasing the number of degrees awarded by every higher education sector in the state. New…

The purpose of this study was to examine the influencing factors affecting high school students who took a college preparatory curriculum in high school, yet ended up being placed into a remedial mathematics course in college. Remedial students with a college preparatory background are an under-researched group. This study attempts to address this…

This issue brief shares state policy recommendations and resources for policymakers who are ready to rethink state accountability systems to support student-centered learning. With the passage of the federal Every Student Succeeds Act (ESSA), states gain considerably more authority and autonomy over the design of school accountability systems.…

This report shows how state leaders are using technological advances to improve the use of data in five critical areas: (1) Helping economic and workforce developers, businesses, and colleges to reduce the high costs resulting from uninformed education and workforce decisions; (2) Assisting college leaders in making program-related decisions that…

In September 2015, Commissioner Candice McQueen and senior leadership at the Tennessee Department of Education laid out goals and priorities for Tennessee's students and a plan to reach these goals. This strategic plan, Tennessee Succeeds, aimed to give a clear, overarching vision for the key strategies the department would focus on in order to…

Using linked high school and community college records for students in a large metropolitan area in California, we explore what happened to students who experienced inter-sector math misalignment (ISMM). These students were deemed "college ready" by high school standards but were placed in remedial/developmental math courses when they…

Over the last decade, most states have adopted new college- and career-readiness standards in math and English language arts (ELA), standards that call for the mastery of ambitious content and raise expectations for student success and classroom instruction. To support teachers in the implementation of these new, challenging standards, the Center…

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than…

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than…

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than…

Nationwide, one-third of children ages 5 and under have at least one parent who speaks a language other than English. These Dual Language Learners (DLLs) are an incredibly diverse and growing group of young children, and with the right support these preschoolers have the potential to develop as multilingual and multiliterate individuals. Yet…