During the 2021-22 school year, the Mathematics Standards Review Committee reviewed the 2007 Minnesota K-12 Academic Standards in Mathematics, other states' recently revised standards, current academic research, K-12 instructional best practices and public feedback. This review process followed the guidelines in Minnesota Statutes 2023, section…

New Mexico's Every Student Succeeds Act state plan set the goal for all English learner students to attain English proficiency within five years. The Regional Educational Laboratory Southwest English Learners Research Partnership conducted this study to better understand progress toward English proficiency among American Indian English learner…

The "English Language Development among American Indian English Learner Students in New Mexico" study examined ways to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial…

This Study Snapshot highlights findings from a study that was conducted to better understand progress toward English proficiency among American Indian English learner students. The study examined two statewide cohorts of American Indian students identified as English learner students at initial kindergarten entry in 2013/14 or 2014/15 in New…

The Louisiana English language arts student standards were created by over one hundred Louisiana educators with input by thousands of parents and teachers from across the state. Educators envisioned what proficient students should know and be able to do to compete in society and focused their efforts on creating standards that would allow them to…

Educators raise concerns about what happens to students when they are exposed to new teachers or teachers who are new to a school. These teachers face the challenge of preparing a year's worth of new material, perhaps in an unfamiliar work environment. However, even when teachers remain in the same school they can switch jobs--teaching either a…

Technology and engineering (TE) educators have long championed the infusion of mathematics into technology curriculum, especially to enhance TE learning goals and demonstrate "connections between technology and other fields of study." There is a need for curriculum development and professional development initiatives to purposefully…

This article reports the findings from a comparative analysis that examined several mathematical content strands, reasoning processes, and emphasis on technology in prior K-8 state mathematics standards and the Common Core State Standards for Mathematics (CCSSM). Various methodological tools were utilized to compare and contrast CCSSM with prior…

As part of its proposal to the U.S. Department of Education, the Partnership for Assessment of Readiness for College and Careers (PARCC) committed to developing model content frameworks for English language arts/literacy (ELA/Literacy) to serve as a bridge between the Common Core State Standards and the PARCC assessments. The PARCC Model Content…

The National Assessment of Educational Progress (NAEP) and its reports are a key measure in informing the nation on how well the goal of scientific literacy for all students is being met. The "Science Framework for the 2011 National Assessment of Educational Progress" sets forth the design of the NAEP Science Assessment. The 2011 NAEP…

New Leaders for New Schools, a non-profit organization committed to training high-quality urban public school principals, received grants from the U.S. Department of Education in 2006 and 2007 to support the development of innovative teacher compensation strategies. New Leaders is partnering with four urban school districts and a consortium of…

This document sets forth recommendations for the design of a new science assessment. The assessment resulting from this framework will start a new NAEP science trend (i.e., measure of student progress in science) beginning in 2009. This framework represents a unique opportunity to build on previous NAEP science work as well as key developments in…

In the fall of 1996, the State Board of Education adopted "Vermont's Framework of Standards and Learning Opportunities." In 2000, the standards were formally revised and again adopted by the State Board. In the summer of 2004, another chapter in the standards, "Grade Expectations for Vermont's Framework of Standards and Learning…

Educators from around the state, with the help of The Vermont Institutes, developed Science Grade Expectations as a means to identify the content knowledge and skills expected of all students for local assessment required under Act 68. This work was accomplished using the "Vermont's Framework of Standards and Learning Opportunities,"…

This report is the nation's sixth look at how its major city school systems are performing on the state assessments devised to boost standards, measure progress, provide opportunity, and ensure accountability for results. Data are presented on 66 city school systems from 38 states and the District of Columbia. The statistics are presented…