Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 6 |
Since 2016 (last 10 years) | 12 |
Since 2006 (last 20 years) | 14 |
Descriptor
Source
Grantee Submission | 14 |
Author
Publication Type
Reports - Research | 11 |
Journal Articles | 5 |
Reports - Descriptive | 2 |
Tests/Questionnaires | 2 |
Reports - Evaluative | 1 |
Education Level
Higher Education | 4 |
Postsecondary Education | 4 |
Two Year Colleges | 4 |
High Schools | 3 |
Secondary Education | 3 |
Elementary Education | 2 |
Middle Schools | 2 |
Adult Education | 1 |
Early Childhood Education | 1 |
Grade 1 | 1 |
Grade 2 | 1 |
More ▼ |
Audience
Location
Texas | 4 |
Florida | 3 |
Ohio | 2 |
California | 1 |
Florida (Miami) | 1 |
Illinois (Chicago) | 1 |
Kentucky | 1 |
Maryland | 1 |
Massachusetts (Boston) | 1 |
Texas (Houston) | 1 |
Laws, Policies, & Programs
No Child Left Behind Act 2001 | 1 |
Assessments and Surveys
ACT Assessment | 1 |
What Works Clearinghouse Rating
Christine G. Mokher; Toby J. Park-Gaghan – Grantee Submission, 2023
In response to concerns about the additional costs and time-to-degree associated with traditional developmental education programs, several states and postsecondary systems have implemented corequisite reform where academically underprepared students take both a developmental education course and college-level course in the same subject area…
Descriptors: Developmental Studies Programs, Educational Change, Educational Policy, Program Implementation
Stacey L. Bevan; Caroline C. DeWitt – Grantee Submission, 2024
The child mental health crisis resulted in US legislative expansions of funding eligibility and access to clinical interventions in schools. In tandem with the movement to decentralize mental healthcare, we argue that schools are well-positioned to adopt place-based health care models. We describe this framework while summarizing the evidence of…
Descriptors: Educational Practices, Educational Policy, Educational Innovation, Mental Health Programs
Nichols, T. Philip; Edgerton, Adam Kirk; Desimone, Laura M. – Grantee Submission, 2021
Purpose: As the federal government has retreated from taking a dominant role in encouraging implementation of common K-12 standards, states and districts have moved to fill this education policy vacuum. This study aims to understand how state and district leaders are navigating this new policy environment. Research Methods/Approach: Drawing upon…
Descriptors: State Standards, Academic Standards, Program Implementation, Educational Legislation
Bradshaw, Catherine P.; Pas, Elise T.; Musci, Rashelle J.; Kush, Joseph; Ryoo, Ji Hoon – Grantee Submission, 2021
This study examined the impact of a state policy requiring that any school with a habitual truancy rate of 8% of higher to be trained in Tier 1 school-wide Positive Behavioral Interventions and Supports (SW-PBIS). A regression discontinuity (RD) design was used to examine how the schools' mandate status related to SW-PBIS training as well as…
Descriptors: State Policy, Middle Schools, High Schools, Truancy
Nix, Amanda N.; Bertrand Jones, Tamara; Hu, Shouping – Grantee Submission, 2020
When it comes to the creation of higher education policy, state legislators are challenged with addressing the diverse academic needs of college students enrolled across a spectrum of institutions. In this paper, we explore how 203 individuals at five rural-serving colleges in Florida engaged in state-wide developmental education (DE) reform using…
Descriptors: Rural Schools, Community Colleges, Educational Change, Program Implementation
Desimone, Laura M.; Stornaiuolo, Amy; Flores, Nelson; Pak, Katie; Edgerton, Adam; Nichols, T. Philip; Plummer, Emily C.; Porter, Andrew – Grantee Submission, 2019
This study identifies seven major trends in how states and districts are implementing college- and career-ready standards for general education students and for two special populations often the target of education policy--English language learners (ELLs) and students with disabilities (SWDs). We draw on state-representative teacher, principal,…
Descriptors: Academic Standards, Career Readiness, College Readiness, Program Implementation
Grantee Submission, 2021
Region One Education Service Center (Region One) was awarded an Investing in Innovation (i3) development grant funded by the Office of Innovation and Improvement, U.S. Department of Education, entitled Project Health Education for ALL (HEAL[superscript 2]). Project HEAL[superscript 2] i3 initiative served a pipeline of high school grades 9 to 12…
Descriptors: Program Evaluation, Health Programs, Health Education, High School Students
Brower, Rebecca; Bertrand Jones, Tamara; Tandberg, David; Hu, Shouping; Park, Toby – Grantee Submission, 2017
This study identified the policy perspectives of "street-level bureaucrats" in higher education (in this case, community college personnel) and linked them to a typology of 4 policy implementation patterns. The context for this qualitative study is state legislation in Florida (Florida Senate Bill 1720, 2013) that fundamentally reformed…
Descriptors: Educational Change, Developmental Studies Programs, Educational Policy, State Policy
Prins, Esther; Clymer, Carol; Foreman, Sheri Suarez; Loa, Martin; Needle, Mark; Raymond, Becky; Toso, Blaire Willson; Ziskind, Alex – Grantee Submission, 2018
The purpose of this study was to examine how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, especially for adults who are immigrants or have barriers to employment and education. The researcher-practitioner partnership included the Institute for the Study of Adult Literacy…
Descriptors: Adult Education, Adult Students, Career Development, Immigrants
Cohen-Vogel, Lora; Tichnor-Wagner, Ariel; Allen, Danielle; Harrison, Christopher; Kainz, Kirsten; Socol, Allison Rose; Wang, Qi – Grantee Submission, 2015
There is growing concern among researchers and governmental officials that knowing what works in education is important, but not enough for school improvement. Sound evidence alone is not sufficient for large-scale, sustainable change, both because practitioners may consider it irrelevant to their own problems of practice or run into challenges…
Descriptors: Educational Innovation, Educational Research, Research and Development, Theory Practice Relationship
Comstock, Meghan; Edgerton, Adam K.; Desimone, Laura M. – Grantee Submission, 2021
Using state-representative surveys of teachers and 94 interviews with state leaders and educators from 2016 to 2019, the authors examine perceptions of the policy environments for instructional content standards in Texas and Ohio and their association with teachers' practice. They find that Texas teacher perceive their policy environments for…
Descriptors: State Standards, Educational Change, Teacher Attitudes, Administrator Attitudes
Woods, Chenoa S.; Richard, Keith; Park, Toby; Tandberg, David; Hu, Shouping; Bertrand Jones, Tamara – Grantee Submission, 2016
In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of…
Descriptors: Academic Advising, Remedial Instruction, Educational Legislation, State Legislation
Thurston Domina; Ryan Lewis; Priyanka Agarwal; Paul Hanselman – Grantee Submission, 2015
This brief documents the expansion of instructional specialist staffing in U.S. public school districts. We use data from the National Center of Education Statistics' annual Common Core of Data to chart staffing trends in public school districts between 1997-98 and 2012-13. The number of instructional specialists per 1,000 U.S students doubled…
Descriptors: Academic Standards, Educational Policy, Educational Trends, Longitudinal Studies
McCormick, Meghan P.; Weiland, Christina; Hsueh, JoAnn; Maier, Michelle; Hagos, Rama; Snow, Catherine; Leacock, Nicole; Schick, Laura – Grantee Submission, 2019
As states and districts expand access to publicly funded PreK programs, researchers and policymakers have been grappling with experimental evidence demonstrating that the benefits of PreK on academic skills are not likely to last into early elementary school. A leading hypothesis to explain this phenomenon is that PreK and the elementary grades…
Descriptors: Public Schools, Preschool Education, Early Childhood Education, Alignment (Education)