The "Education and Career Planning in High School: A National Study of School and Student Characteristics and College-Going Behaviors" study examined the relationships between students' participation in three core elements of education and career planning during high school and their application, course-taking, and enrollment behaviors…

The countries of the Eastern Partnership (EaP) -- an initiative between the Member States of the European Union and Eastern European and South Caucasus countries -- are navigating significant challenges while striving for sustainable economic growth and social cohesion. Education plays a crucial role in unlocking the potential of digitalisation…

The latest edition of the Thomas B. Fordham Foundation's sponsorship annual report highlights our work during the 2021-22 school year, overseeing twelve schools that served 5,500 students in four Ohio cities. We value this opportunity to keep stakeholders and the public informed about our efforts, and provide information on each of the schools…

The purpose of this study is to examine and compare the state of provision of continuing professional development (CPD) for vocational teachers and trainers across nine different countries: Albania, Algeria, Belarus, Kosovo, Moldova, Montenegro, Serbia, Tunisia and Turkey. However, rather than simply investigating CPD, the study examines CPD in…

Research nationally demonstrates that children and youth experiencing foster care and/or homelessness achieve academic outcomes significantly below their peers due to trauma and loss, multiple changes in homes and schools, and emotional upheaval. When youth fail to graduate from high school, they are much more likely to live in poverty, require…

In "Leandro v. the State of North Carolina" ("Leandro"), the Supreme Court of North Carolina found that children have a right to qualified teachers and principals who can prepare students for college and careers and meet the needs of those placed at risk. Providing such high-quality educators for each child demands an adequate…

The Innovation Schools Act of 2008, (§ 22-32.5-102, C.R.S. et.seq) was created in response to district and school leaders' interest in finding a way for districts to develop and implement innovative practices in a wide variety of areas for the purpose of improving student outcomes. The Act provides a formal process that allows schools to petition…

This report serves as a legacy document for the Ford Foundation's More and Better Learning Time (MBLT) initiative. It summarizes the approaches to and outcomes and challenges of successful MBLT strategies around the country. The report includes data from a survey for Ford Foundation MBLT grantees across the country and from case studies in Denver,…

California's current economic and fiscal realities make nonpartisan, objective information on the state's future challenges all the more critical. Understandably, the search is on for immediate solutions to the unprecedented crises people face today. But if the present crises make policymakers shelve long-term planning, the result may be an even…

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical…

Investment in secondary schooling in India has been neglected for many years. Since the 1990s most emphasis has been on universalising access to elementary schooling, a task that remains far from complete. Under the 11th National Plan Rastriya Madhyamic Shiksha Abhiyan (RMSA) has been launched to increase access to grade nine and above. This…

Progress monitoring focuses on individualized decision making in general and special education with respect to academic skill development at the elementary grades. Progress monitoring is conducted frequently (at least monthly) and is designed to: (1) Estimate rates of improvement; (2) Identify students who are not demonstrating adequate progress…

In November 1996, the voters of Montgomery County (Maryland) approved by referendum an amendment to the County Charter that changed the County Council's review and approval cycle of the six-year Capital Improvements Program (CIP) from an annual to biennial cycle. The referendum specified that in odd-numbered fiscal years (on years) the County…

The ministry has identified one core business that is an ongoing key responsibility. It is called "Core Business One: Lead and Support the Education System So That All Students Are Successful at Learning." The core business includes four goals with specific outcomes that describe the end results the ministry wants to achieve in…

In November 1996, the voters of Montgomery County (Maryland) approved by referendum an amendment to the County Charter that changed the County Council's review and approval cycle of the six-year Capital Improvements Program (CIP) from an annual to biennial cycle. The referendum specified that in odd-numbered fiscal years (on-years) the County…