Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 6 |
Descriptor
Source
| Center for American Progress | 6 |
Author
| Miller, Tiffany D. | 3 |
| Owen, Isabel | 2 |
| Ayers, Jeremy | 1 |
| Brown, Cynthia | 1 |
| Farbman, David A. | 1 |
| Goldberg, David J. | 1 |
Publication Type
| Reports - Evaluative | 3 |
| Reports - Descriptive | 2 |
| Reports - Research | 1 |
Education Level
| Elementary Secondary Education | 6 |
Audience
Location
| Massachusetts | 1 |
| New York | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 3 |
| Elementary and Secondary… | 2 |
| Elementary and Secondary… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Download full textMiller, Tiffany D. – Center for American Progress, 2014
New York is poised to take an important step to improve student achievement by expanding learning time for students attending high-poverty, low-performing schools. Recent district- and state-level investments in expanded learning time--a promising strategy to close achievement and opportunity gaps--will give students more time to learn core…
Descriptors: Educational Opportunities, Disadvantaged Schools, Time Factors (Learning), Extended School Day
Farbman, David A.; Goldberg, David J.; Miller, Tiffany D. – Center for American Progress, 2014
With the widespread adoption of the Common Core State Standards, public education in the United States is poised to take a major step forward in readying the next generation of Americans for success in higher education and the workforce. Gaining a realistic understanding of students' performance levels, meeting students where they currently are,…
Descriptors: School Schedules, State Standards, Program Implementation, Extended School Day
Miller, Tiffany D. – Center for American Progress, 2013
The Center for American Progress previously examined the extent to which states applying for first-round Elementary and Secondary Education Act (ESEA) flexibility waivers in 2012 planned to expand in-school learning time to turn around low-performing schools. This report provides an up-to-date review of states' ESEA flexibility plans and assesses…
Descriptors: Federal Legislation, Educational Legislation, Elementary Secondary Education, Compliance (Legal)
Owen, Isabel – Center for American Progress, 2012
Schedule redesign is only one small part of the much larger approach to turning around low-performing schools. Even so, most states' No Child Left Behind waiver applications show a disappointing lack of detail on learning time. While they've done some careful thinking about schedule redesign, states must continue to think critically and…
Descriptors: State Policy, Educational Policy, Policy Analysis, Federal Programs
Owen, Isabel – Center for American Progress, 2011
Last week President Barack Obama announced that the administration plans to waive some aspects of the No Child Left Behind law. But states have to develop solid plans to improve instruction to receive a waiver. Specifically, states must adopt college- and career-ready standards for all students, focus interventions on the bottom 15 percent of…
Descriptors: Academic Achievement, Educational Change, Teacher Evaluation, Federal Legislation
Ayers, Jeremy; Brown, Cynthia – Center for American Progress, 2011
Congress has the opportunity to move forward on education reform by reauthorizing the Elementary and Secondary Education Act, or ESEA, to ensure all children achieve their greatest potential. Unfortunately, it has yet to find the will to do so, to the detriment of American students and schools. ESEA is the largest and most significant federal…
Descriptors: Student Needs, Principals, Educational Change, Elementary Secondary Education
