Since 2001-2002, standards-based accountability provisions of the No Child Left Behind Act of 2001 have shaped the work of public school teachers and administrators in the United States. This book sheds light on how accountability policies have been translated into actions at the district, school, and classroom levels in three states.

Standards-Based Accountability Under No Child Left Behind: Experiences of Teachers and Administrators in Three States

Politics & Social Sciences

Marsh, Julie A.

McCombs, Jennifer Sloan

Hamilton, Laura S.

Stecher, Brian M.

Robyn, Abby

Social Sciences

RAND Corporation

In 2007, the Pittsburgh Public Schools (PPS) received funding from the U.S. Department of Education's Teacher Incentive Fund (TIF) program to implement the Pittsburgh Urban Leadership System for Excellence (PULSE), a set of reforms designed to improve the quality of school leadership throughout the district. A major component of PULSE is the Pittsburgh Principal Incentive Program (PPIP), a system of support, performance-based evaluation, and compensation with two major components: (1) an annual opportunity for a permanent salary increase of up to $2,000 based primarily on principals' performance on a rubric that is administered by assistant superintendents and that measures practices in several areas and (2) an annual bonus of up to $10,000 based primarily on student achievement growth. The district also offered bonuses to principals who took positions in high-need schools. PPIP provided principals with several forms of support. This report examines implementation and outcomes from school years 2007–2008 through 2010–2011, with a focus on understanding how principals and other school staff have responded to the reforms, and on documenting the student achievement outcomes that accompanied program implementation.

Improving School Leadership Through Support, Evaluation, and Incentives: The Pittsburgh Principal Incentive Program

History

Americas

This report reviews recent evidence on U.S.-based social and emotional learning (SEL) interventions for K–12 students to better inform the use of these interventions under the Every Student Succeeds Act (ESSA). The authors discuss the opportunities for supporting SEL under ESSA, the standards of evidence under ESSA, and SEL interventions that meet the standards of evidence and might be eligible for federal funds through ESSA.

Social and Emotional Learning Interventions Under the Every Student Succeeds Act: Evidence Review

Education & Teaching

Barrett, Mark

Baker, Garrett

Wrabel, Stephani L.

Unlu, Fatih

Ramos, Alyssa

Leschitz, Jennifer T.

Grant, Sean

Whitaker, Anamarie

Gomez, Celia J.

Chavez-Herrerias, Emilio R.

Mark Harris Mark Harris

Schools & Teaching

Offers information on the relationship among teacher characteristics, instructional practices, and the achievement of young children through an analysis of data from the Early Childhood Longitudinal Study, Kindergarten Class (ECLS-K).

Teacher Qualifications and Kindergartners' Achievements (Education in a Competitive and Globalizing World)

Guarino, Cassandra M.

Lockwood, J. R.

Rathbun, Amy H.

Hausken, Elvira Germino

Nova Science Pub Inc

The Intensive Partnerships for Effective Teaching initiative was a multiyear effort to dramatically improve student outcomes by increasing students’ access to effective teaching. Researchers from the RAND Corporation and the American Institutes for Research conducted a six-year evaluation of the initiative, documenting the policies and practices each site enacted and their effects on student outcomes. This is the final evaluation report.

Improving Teaching Effectiveness: Final Report: The Intensive Partnerships for Effective Teaching Through 2015–2016

Baird, Matthew D.

Fronberg, Kaitlin

Steiner, Elizabeth D.

Engberg, John

Brodziak de los Reyes, Iliana

Weinberger, Gabriel

Chambers, Jay

Peet, Evan D.

Holtzman, Deborah J.

Garet, Michael S.

Gutierrez, Italo A.

Hunter, Gerald Paul

Preparing School Leaders for Success: Evaluation of New Leaders’ Aspiring Principals Program, 2012-2017

Gates, Susan M.

Master, Benjamin K.

Zaber, Melanie A.

Tuma, Andrea Prado

Vuollo, Mirka

Opper, Isaac M.

Nationally representative survey results demonstrate how social studies teachers in U.S. public schools promote students' civic learning, teachers' beliefs about the importance of civic-related topics and skills, and which conditions they perceive as supporting or hindering civic education. This report, which is part of the Truth Decay initiative, extends analyses presented in other reports in the series.

Preparing Children and Youth for Civic Life in the Era of Truth Decay: Insights from the American Teacher Panel (Countering Truth Decay)

Kaufman, Julia H.

Hu, Lynn

Sociology

In this report, RAND researchers describe the Partnerships for Social and Emotional Learning Initiative--which is an effort to explore whether and how children benefit when schools and out-of-school time programs partner to improve and align social and emotional learning--as well as what it takes to do this work. The researchers report findings and early lessons from the first two years of implementation in the six participating communities.

Early Lessons from Schools and Out-of-School Time Programs Implementing Social and Emotional Learning

Jaycox, Lisa H.

Huguet, Alice

Faxon-Mills, Susannah

Schwartz, Heather L.

Tosh, Katie

Whitaker, Anamarie A.

Media literacy (ML) education has emerged as a promising approach to slow Truth Decay, described as the diminishing role of facts, data, and analysis in political and civil discourse. However, teachers report a lack of guidance about implementing ML education, and rigorous research about what kinds of ML education work best remains limited. To address these gaps, this report presents a framework for implementing and evaluating ML educational efforts.

Media Literacy Education to Counter Truth Decay: An Implementation and Evaluation Framework

Pane, John F.

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Books by Hamilton, Laura S.