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Durwood, Claire; Krone, Emily; Mazzeo, Christopher – Consortium on Chicago School Research, 2010
How can schools respond to the call to equip all students with the math skills required in college and the workforce when students are working at widely varying skill levels? Offering extended instructional time in algebra, or double-dose instruction, offers one potential solution to this dilemma and has become an increasingly popular approach for…
Descriptors: Program Effectiveness, Educational Change, Mathematics Skills, Algebra
Education Commission of the States (NJ3), 2010
Merit pay programs for educators--sometimes referred to a "pay for performance"--attempt to tie a teacher's compensation to his/her performance in the classroom. While the idea of merit pay for classroom teachers has been around for several decades, only now is it starting to be implemented in a growing number of districts around the…
Descriptors: Merit Pay, Teacher Motivation, Program Effectiveness, Educational Change
Harmon, Timothy; Rodriguez, Julio – Office of Community College Research and Leadership, 2009
The extent to which funds under the Title I of the Workforce Investment Act (WIA) should be expended on training services has been a topic of discussion by Congress, which is considering reauthorization of WIA. This paper describes a policy initiative by Illinois that requires Local Workforce Investment Areas (LWIAs) under Title I of WIA to expend…
Descriptors: Job Training, Educational Finance, Educational Policy, Policy Analysis
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Finnigan, Kara S.; Bitter, Catherine; O'Day, Jennifer – Education Policy Analysis Archives, 2009
This article describes the design and implementation of external support to low-performing schools using data from Chicago and California. Using the literature on external support, instructional capacity, and policy strength, the study gathered data from interviews, observations, document review, and surveys. The findings suggest that the model of…
Descriptors: Educational Change, Accountability, Program Implementation, Underachievement
Weitzel, Peter C. – Office of Community College Research and Leadership, 2009
Illinois Shifting Gears is a multilevel initiative that has simultaneously created bridge programs in the field and altered state policy to facilitate the creation of more programs in the future. These efforts have informed each other, giving policymakers the opportunity to interact with practitioners, troubleshoot bridge programs, and make…
Descriptors: Educational Policy, Policy Analysis, State Standards, Stakeholders
Data for Action, 2011
Nearly every high-priority item in national, federal, state, and local discussions about education--and policy proposals across the political spectrum--requires high-quality longitudinal data to inform its design, implementation, and evaluation. This factsheet shares Data Quality Campaign's (DQC's) analysis of what "Data for Action 2011:…
Descriptors: Education Work Relationship, Alignment (Education), Labor Force Development, Educational Improvement
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Hunt, John – International Journal of Educational Leadership Preparation, 2006
Since the implementation of the federal No Child Left Behind Act (NCLB) in 2002, the impact upon America's schools has been signicant in many areas. In a positive sense, NCLB has caused schools and school districts to examine the performance and academic achievement of subgroups, often for the first time. This examination has certainly highlighted…
Descriptors: Educational Indicators, Federal Programs, Staff Development, Educational Improvement
Wiley, Edward W.; Mathis, William J.; Garcia, David R. – Education Policy Research Unit, 2005
This executive summary describes a study that finds nearly every school in the Great Lakes states is threatened to fail the Adequate Yearly Progress (AYP) requirements mandated by the federal "No Child Left Behind" (NCLB) Act. NCLB holds schools and districts accountable for student achievement on state standardized tests and schools…
Descriptors: Federal Programs, Educational Indicators, Federal Legislation, Educational Policy
Wiley, Edward W.; Mathis, William J.; Garcia, David R. – Education Policy Research Unit, 2005
This study finds that nearly every school in the Great Lakes states is threatened to fail the Adequate Yearly Progress (AYP) requirements mandated by the federal "No Child Left Behind" (NCLB) Act. NCLB holds schools and districts accountable for student achievement on state standardized tests and schools that do not make AYP face…
Descriptors: Achievement Gap, Social Problems, Sanctions, Federal Legislation
Wiley, Edward W.; Allen, Jessica – Education Policy Research Unit, 2005
This appendix describes the analytical procedures used to project the status of schools in the Great Lakes state toward meeting AYP (Adequate Yearly Progress) requirements from 2005 to 2014. To "make AYP," the school as a whole and each numerically significant subgroup must meet "Annual Measurable Objectives" (annual…
Descriptors: Federal Legislation, Educational Improvement, Federal Programs, Educational Indicators