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Direct linkJankova, Bojana; Figueroa, Diana Toledo; Golden, Gillian; Giovinazzo, Manon – OECD Publishing, 2017
This policy profile on education in Latvia is part of the Education Policy Outlook series, which presents comparative analysis of education policies and reforms across OECD countries. Building on the OECD's substantial comparative and sectoral policy knowledge base, the series offers a comparative outlook on education policy by providing analysis…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Equal Education
Download full textDonnell-Kay Foundation (NJ1), 2012
Many metrics along K-12 education may serve as indicators of potential success, but they are not goals. Students must leave the public school system at least proficient enough to face the tasks ahead. At the moment when students depart the K-12 system to enter college or career, it matters neither how proficient they were years before, nor the…
Descriptors: Public Schools, Educational Objectives, Educational Policy, Educational Planning
Pont, Beatriz; Figueroa, Diana Toledo; Zapata, Juliana; Fraccola, Sylvain – OECD Publishing, 2013
This policy profile on education in Ireland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Equal Education
Pont, Beatriz; Yee, Hyo Jeong; Albiser, Etienne; Zapata, Juliana; Fraccola, Sylvain – OECD Publishing, 2013
This policy profile on education in Finland is part of the "Education Policy Outlook" series, which presents comparative analysis of education policies and reforms across the Organisation for Economic Co-operation and Development (OECD) countries. Building on the OECD's substantial comparative and sectoral knowledge base, the series…
Descriptors: Foreign Countries, Educational Policy, Educational Change, Equal Education
Mullis, Ina V.S., Ed.; Martin, Michael O., Ed.; Minnich, Chad A., Ed.; Drucker, Kathleen T., Ed.; Ragan, Moira A., Ed. – International Association for the Evaluation of Educational Achievement, 2012
For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices
(the implemented curriculum), and educational learning…
Descriptors: Educational Policy, Curriculum Implementation, Educational Practices, Outcomes of Education
Mullis, Ina V. S., Ed.; Martin, Michael O., Ed.; Minnich, Chad A., Ed.; Drucker, Kathleen T., Ed.; Ragan, Moira A., Ed. – International Association for the Evaluation of Educational Achievement, 2012
For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices
(the implemented curriculum), and educational learning…
Descriptors: Educational Policy, Reading Achievement, Reading Instruction, Curriculum Implementation
Mullis, Ina V.S., Ed.; Martin, Michael O., Ed.; Minnich, Chad A., Ed.; Stanco, Gabrielle M., Ed.; Arora, Alka, Ed.; Centurino, Victoria A.S., Ed.; Castle, Courtney E., Ed. – International Association for the Evaluation of Educational Achievement, 2012
For more than 50 years, the International Association for the Evaluation of
Educational Achievement (IEA) has been instrumental in developing an
analytical model for understanding the relationships between educational
policy (the intended curriculum), classroom and instructional practices (the
implemented curriculum), and educational learning…
Descriptors: STEM Education, Educational Policy, Mathematics Curriculum, Science Curriculum
ACT, Inc., 2010
Foster High School, located in Richmond, Texas, is a school with a substantial enrollment of minority students (29 percent Hispanic students, 15 percent African American students) that has made noteworthy strides in improving the academic achievement and the college and career readiness of its students. Moreover, the gaps in academic achievement…
Descriptors: College Readiness, Case Studies, Minority Group Students, Academic Achievement
