Consistent with Joint Workforce Innovation and Opportunity Act (WIOA) Final Rule requirements, the U.S. Departments of Labor and Education (the Departments) have determined it is appropriate and reasonable in PY 2023 for the: (1) U.S. Department of Labor (DOL) to assess performance for four performance indicators under the WIOA title I core…

This guidance supersedes the Office of Career, Technical, and Adult Education (OCTAE) Program Memorandum (PM) 20-2 published May 10, 2023, and rescinds OCTAE PM 17-7 "WIOA Annual Performance Report Submission," published September 12, 2017, developed jointly by the U.S. Departments of Labor and Education (the Departments). Through this…

Federal law requires that state accountability systems include "another academic indicator" for elementary and middle schools in addition to academic achievement. Nearly all states use a measure of student longitudinal growth as their other academic indicator. But how should states decide which growth model to use? The Center for…

Ensuring that all students graduate high school prepared to pursue a career, postsecondary degree, or enter a certification program requires all stakeholders to work together for a common goal. The Every Student Succeeds Act of 2015 gave state education agencies the opportunity to partner with their local education agencies, restructuring school…

The Action Research Study reviews the 2021 Auditor General Report, which provides insight into the areas of improvement required by the Ministry of Colleges and Universities (MCU) in Ontario. In the Report, it is noted that there is concern regarding the MCU's practices to ensure that Private Career Colleges (PCCs) are operating in compliance with…

Background/significance: Standards-based accountability systems have been a pillar of education reform in the United States for almost three decades. Although accountability systems have evolved in progressive reauthorizations of the Elementary and Secondary Education Act (ESEA), the underlying theory of action has changed little. The basic…

Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South…

This guidance updates Training and Employment Guidance Letter (TEGL) 10-16, Change 2, published September 15, 2022, and developed jointly by the U.S. Departments of Labor (DOL) and Education (ED) (the Departments). Within ED, the Office of Career, Technical, and Adult Education (OCTAE) will update Program Memorandum (PM) 17-2, and the…

In 2015, President Obama signed the reauthorization of the Every Student Succeeds Act (ESSA), a significant United States education policy. ESSA replaced the No Child Left Behind Act, preserving certain aspects of standardized testing while introducing newfound flexibility for states and local educational agencies in shaping their accountability…

Many states report school performance grades as a way to inform the public about school quality. However, past research has shown that when these grades drew largely on proficiency-based measures, they served to capture variation in school and community demographics rather than school quality. We extend this literature by examining whether a…

Background: The federal Every Student Succeeds Act requires states to develop accountability measures in five indicator areas, including the new "school quality or student success" category. States also provide relative weights for each indicator. Research Questions: This new indicator is an opportunity to further develop multiple…

Whether and how to hold schools accountable for their performance has been a topic of debate in education circles for decades, and the use of standardized achievement test scores for accountability has been particularly contentious. One proposed strategy for reducing reliance on test scores is to incorporate non-test measures into accountability…

The purpose of this resource is to unpack Part B State Performance Plan/Annual Performance Report (SPP/APR) Indicator 3D to better understand how to use it to improve outcomes for children with individualized education programs (IEPs). Indicator 3D is a new subcomponent of Indicator 3 in the Office of Special Education Programs' (OSEP) FFY…

This program memorandum informs states that the U.S. Departments of Labor and Education (the Departments) have determined it is appropriate and reasonable for the Department of Labor (DOL) to begin assessing performance for two performance indicators under Workforce Innovation and Opportunity Act (WIOA) title I and III core programs for Program…

The purpose of the DaSy Data System Framework (referred to as DaSy framework) is to assist Part C (Early Intervention) and Part B (School-Aged) 619 programs in developing and enhancing high-quality state data systems for the collection, analysis, reporting, and use of their Individuals with Disabilities Education Act (IDEA) data. The DaSy…