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Taylor, Carolyn Stanford – Wisconsin Department of Public Instruction, 2022
For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a…
Descriptors: Special Education, Educational Quality, Intervention, Instruction
Ruedel, Kristin; Nelson, Gena; Bailey, Tessie – National Center for Systemic Improvement at WestEd, 2018
To evaluate interim progress toward the State-identified Measurable Result (SIMR), states require access to high-quality data from local education agencies (LEAs) and early intervention service providers. In a review of 2017 Phase III State Systemic Improvement Plans (SSIP), 43 Part C states noted limitations or concerns related to data and…
Descriptors: Fidelity, Data Collection, State Standards, Barriers
Kadiri, Nadia – Childhood Education, 2021
ANEER, the National Initiative for Early Childhood Education in Rural Areas, is an innovative and impactful project bringing preschools to remote Moroccan villages. Launched by Zakoura Foundation in 2015, in partnership with the Moroccan Ministry of Education and UNICEF, the free ANEER program aims to create the most favorable conditions for a…
Descriptors: Foreign Countries, Rural Areas, Access to Education, Preschool Education
LiBetti, Ashley; Schiess, Jennifer – Bellwether Education Partners, 2020
In Spring 2020, National Association of Charter School Authorizers (NACSA) convened a working group of authorizers and other stakeholders to learn more about the challenges they faced, given the data gaps caused by COVID-19, and to ask what guidance was needed for the sector to adapt to these unusual circumstances. Based on their feedback and…
Descriptors: Educational Quality, Measurement Techniques, Educational Indicators, Data Collection
Education Trust-West, 2019
Under the Every Student Succeeds Act (ESSA), every state must develop a plan to provide a quality education to all students, hold schools accountable for how all students achieve, and identify and help schools that are struggling. It matters greatly how California designs its accountability system and supports school improvement. Getting this…
Descriptors: Elementary Secondary Education, Educational Legislation, Federal Legislation, Equal Education
Valenza, Marco; Chávez, Cirenia; Rigole, Annika; Clemons, Andrea; Fortin, Alvaro; Mattellone, Erica – UNICEF Office of Research - Innocenti, 2021
Malagasy adolescents face severe challenges in accessing and completing basic education. Among those students who complete the primary cycle, one in four does not transition into lower secondary school. Economic constraints among vulnerable households coupled with low-quality education result in widespread dropout and poor learning outcomes.…
Descriptors: Foreign Countries, Adolescents, Secondary School Students, Access to Education
Taylor, Carolyn Stanford – Wisconsin Department of Public Instruction, 2019
For Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a…
Descriptors: Special Education, Positive Behavior Supports, Equal Education, Educational Quality
Smith, Daryl G. – Johns Hopkins University Press, 2020
Daryl G. Smith has devoted her career to studying and fostering diversity in higher education. In "Diversity's Promise for Higher Education," Smith brings together research from a wide variety of fields to propose a set of clear and realistic practices that will help colleges and universities locate diversity as a strategic imperative…
Descriptors: Higher Education, Institutional Mission, Diversity (Faculty), Interdisciplinary Approach
OECD Publishing, 2017
The PISA for Development brief series is a set of concise monthly education policy-oriented notes published by the OECD which are designed to describe a specific PISA for Development topic. In this brief, PISA's role in monitoring the fourth United Nations Sustainable Development Goal--to "ensure inclusive and equitable quality education and…
Descriptors: Achievement Tests, International Assessment, Foreign Countries, Secondary School Students
Lamson, Nina; Babb, David; Schmidt, Robert – Online Journal of Distance Learning Administration, 2016
The University of North Georgia utilizes the internal Quality Matters (QM) process to review all their online courses. As our online course offerings have increased, the need to devise a system to track the QM process, ensure timely reviews, and begin recertification of previously reviewed courses was necessary. As a result, several reports have…
Descriptors: Universities, Online Courses, Course Evaluation, Educational Quality
Virginia Department of Education, 2018
The Virginia Board of Education's Regulations Establishing Standards for Accrediting Public Schools in Virginia (also referred to as the "Standards of Accreditation") are designed to ensure that an effective educational program is established and maintained in all of Virginia's public schools. The Standards of Accreditation: (1) Provide…
Descriptors: State Standards, Accreditation (Institutions), Accountability, Educational Quality
D'Brot, Juan; Keng, Leslie; Landl, Erika – Council of Chief State School Officers, 2018
The passage of the Every Student Succeeds Act (ESSA) marked the beginning of a new development cycle for accountability systems. State leaders once again have an opportunity to redesign their accountability systems based on the provisions included in ESSA and to ensure that systems improve outcomes for all students. The correct identification of…
Descriptors: Accountability, Identification, Elementary Secondary Education, Educational Legislation
Shilibekova, Aidana; Tursynova, Laila; Ziyedenova, Dinara; Vildanova, Saule; Yerkinova, Assem; Yessingeldinov, Baurzhan – Quarterly Review of Distance Education, 2020
This article presents the Center for Pedagogical Measurements' experience of assessment procedures transformative challenge when the COVID-19 was unfolding across the world and when there was no ready scenario that could guide online instruction and assessment as well. The authors of the article have provided the cases of adaptive responses and…
Descriptors: COVID-19, Pandemics, Educational Technology, Technology Uses in Education
Lamb, Vicki – BU Journal of Graduate Studies in Education, 2014
To meet the increasing needs and diversity of students many schools are adopting the Response to Intervention (RTI) model. Three main obstacles interfere with the successful implementation of this three-tiered intervention structure: failure to deliver quality whole-class instruction, problems with early identification and monitoring, and lack of…
Descriptors: Barriers, Program Implementation, Response to Intervention, Educational Quality
Bernard van Leer Foundation, 2015
The International Consultation, convened in Leiden (the Netherlands) in September 2014, brought together early childhood experts and stakeholders--supported by the International Step by Step Association (ISSA), the United Nations Children's Fund (UNICEF), the United Nations Educational, Scientific, and Cultural Organization (UNESCO) and the…
Descriptors: Educational Assessment, Educational Quality, Early Childhood Education, Foreign Countries