Publication Date
| In 2025 | 0 |
| Since 2024 | 1 |
| Since 2021 (last 5 years) | 3 |
| Since 2016 (last 10 years) | 9 |
| Since 2006 (last 20 years) | 33 |
Descriptor
Source
Author
| Maloney, Catherine | 3 |
| Sheehan, Daniel | 3 |
| Rainey, Katie | 2 |
| Aldridge, Jill M. | 1 |
| Aliaga, Oscar A. | 1 |
| Auerbach, Susan | 1 |
| Bissell, Erica K. | 1 |
| Castellano, Marisa | 1 |
| Chudowsky, Naomi | 1 |
| Chudowsky, Victor | 1 |
| Cielinski, Anna | 1 |
| More ▼ | |
Publication Type
Education Level
Audience
| Policymakers | 4 |
| Administrators | 1 |
| Support Staff | 1 |
| Teachers | 1 |
Location
| Texas | 3 |
| California | 2 |
| Canada | 2 |
| Arizona | 1 |
| Australia | 1 |
| Bangladesh | 1 |
| District of Columbia | 1 |
| Iowa | 1 |
| Louisiana (New Orleans) | 1 |
| Minnesota | 1 |
| United States | 1 |
| More ▼ | |
Laws, Policies, & Programs
Assessments and Surveys
| ACT Assessment | 1 |
| SAT (College Admission Test) | 1 |
| Texas Essential Knowledge and… | 1 |
What Works Clearinghouse Rating
Peer reviewed
Direct linkRozilini Mary Fernandez-Chung; Riina Jalonen; Renee Chew Shiun Yee – Quality in Higher Education, 2024
Bangladesh's college sector is in crisis. Poor governance and leadership, staff and student quality, inadequate resources and a weak accountability and monitoring system are among the many challenges. In 2017, the Government of Bangladesh established large-scale Continuing Professional Development (CPD) training for leaders, teachers and…
Descriptors: Foreign Countries, Higher Education, Educational Quality, Quality Assurance
McLure, Felicity I.; Aldridge, Jill M. – School Leadership & Management, 2023
This systematic literature review analysed research related to education reform published between 2000 and 2020. Empirical evidence from 249 studies identified factors hindering or facilitating the long-term success of reform implementation. Eight overarching, actionable themes were found to influence success. Six themes describe requirements at…
Descriptors: Educational Change, Sustainability, Program Implementation, Success
Download full textThurlow, Martha L.; Test, David W.; Rogers, Christopher M.; Klare, Matthew; Lazarus, Sheryl S. – National Center on Educational Outcomes, 2019
The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several…
Descriptors: High School Equivalency Programs, Students with Disabilities, Elementary Secondary Education, Educational Legislation
Rhim, Lauren Morando – Center for Learner Equity, 2021
Charter schools' autonomy and flexibility provides them with the opportunity to find ways to close the performance gap between students with and without disabilities, but deep-seated, systemic challenges often cause individual charters to struggle to do so on their own. For cities with an established charter sector, a city-wide, collaborative…
Descriptors: Charter Schools, Students with Disabilities, Special Education, COVID-19
Sutherland, Rebecca; Porter, Colin – New Leaders, 2019
Blended learning, which combines independent online work with in-person group sessions, can support educator development while promising time-savings, flexibility, learner autonomy, and ease of use -- all without sacrificing program quality. Indeed, two decades of peer-reviewed studies of in-person, online, and blended instruction have…
Descriptors: Blended Learning, Faculty Development, Coaching (Performance), Program Effectiveness
Mortrude, Judy; Cielinski, Anna – Center for Law and Social Policy, Inc. (CLASP), 2017
In January 2016, the Center for Law and Social Policy (CLASP) commenced an 18-month project to study the implementation of California's Adult Education Block Grant (AEBG) initiative. AEBG's purpose is "to improve coordination and better serve the needs of adult learners within each region." CLASP set out to foster greater understanding…
Descriptors: Adult Education, Block Grants, Educational Finance, Program Implementation
Dortch, Cassandria – Congressional Research Service, 2016
The Department of Veterans' Affairs (VA), previously named the Veterans Administration, has been providing veterans' educational assistance (GI Bill®) benefits since 1944. Since 1947, State Approving Agencies (SAAs) have been an important component in the administration of GI Bill benefits, along with the VA, educational institutions, and training…
Descriptors: State Agencies, Veterans, Federal Legislation, Agency Cooperation
Sundell, Kirsten; Castellano, Marisa; Overman, Laura T.; Aliaga, Oscar A. – Techniques: Connecting Education and Careers (J1), 2012
Over the past five years, the National Research Center for Career and Technical Education (NRCCTE) has sponsored five research studies of Programs of Study (POS)--including three ongoing longitudinal projects--with the goal of informing the field about how and under what conditions POS impact student engagement, achievement, and transition to…
Descriptors: School Culture, Academic Achievement, Accountability, Vocational Education
Washington State Board of Education, 2016
The Washington State Board of Education (SBE) and the Professional Educator Standards Board (PESB) submitted this 6th biennial joint report to the Governor, Legislative Education Committees, and Superintendent of Public Instruction. The report outlines the collaborative work of the Boards, highlights accomplishments, and provides goals and…
Descriptors: Boards of Education, Academic Achievement, Standards, Superintendents
Office of Vocational and Adult Education, US Department of Education, 2013
The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998,…
Descriptors: Adult Education, Family Literacy, Educational Legislation, Federal Legislation
Cedefop - European Centre for the Development of Vocational Training, 2014
Accountability and dissemination of its work are important elements of Cedefop's policy to provide assurance to stakeholders for resources used and results achieved. For a centre of expertise and policy advice like Cedefop, the impact of which is hard to gauge for the common European citizen, legitimacy of public expenditure is important, and is…
Descriptors: Annual Reports, Accountability, Educational Change, Educational Research
US Department of Education, 2014
The Department of Education Strategic Plan for Fiscal Years 2014-2018 describes the key policy and operational priorities for the agency. The Plan details the Department's strategic performance goals, objectives and indicators of success over the next five years. The Plan also provides an overview of our Fiscal Year 2014-2015 agency Priority…
Descriptors: Educational Planning, Strategic Planning, Educational Policy, Educational Objectives
Office of Vocational and Adult Education, US Department of Education, 2012
The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998,…
Descriptors: Adult Education, Family Literacy, Educational Legislation, Federal Legislation
Reeves, Douglas B.; Flach, Tony – Journal of Staff Development, 2011
Learning Forward's Standards for Professional Learning have the potential to influence educational policy and practice in profound ways for the systems that are courageous enough to take them seriously, and the Data standard is a critical element systemwide. Schools are overwhelmed with data warehouses, colorful charts and graphs, and endless…
Descriptors: Feedback (Response), Incentives, Academic Achievement, Leadership Effectiveness
Lamm, Alexa J.; Israel, Glenn D. – Journal of Agricultural Education, 2011
The majority of funding for Extension comes from local, state, and federal dollars; therefore the primary driver for evaluation is accountability for public funds. Evaluation has always been a part of Extension program implementation; however, these efforts have historically been considered a necessary component rather than a priority. The need…
Descriptors: Extension Education, Program Implementation, Systems Approach, Extension Agents
