This study examined secondary agricultural education teachers' perceptions and implementation of SAE and the SAE for All framework. Since the rollout of SAE for All in 2018, little research has been conducted about its implications for school-based agricultural education (SBAE). A census of SBAE teachers in seven Midwest states was conducted in…

In fall 2016, more than 50% of teachers in Kokomo, Indiana, were leaving the profession within their first three years. Within the district, low-performing schools in particular struggled to retain teachers. The costs of teacher attrition are high for districts. According to a report from the Learning Policy Institute, each teacher who leaves the…

The purpose of this quantitative study was to explore the influence of principal leadership behaviors and potential of utilizing adult learning strategies on the development of a school's professional learning environment (PLE). The intention was also to determine if principals considered themselves prepared to develop and sustain such an…

This publication highlights how state policies and guidance are supporting the transformation to personalized learning through digital instructional materials. Specifically, the report includes personalized learning approaches and the policies and processes around the selection, curation, procurement, professional learning and funding of digital…

Response to Intervention (RTI) is defined by the National Association of State Directors of Special Education (NASDSE) as the practice of providing high-quality instruction and intervention matched to student needs and using learning rate over time and level of performance to make important educational decisions (2007). Both IDEA 2004 and the…

The National Math + Science Initiative's (NMSI's) College Readiness Program (CRP) is an established program whose goal is to promote science, technology, engineering, and mathematics education in high schools to improve students' readiness for college. It provides teacher, student, and school supports to promote high school students' success in…

It has been three years since Race to the Top grant-winning states piloted new teacher evaluation systems and many of them have made considerable progress, yet according to media coverage and a Government Accountability Office (GAO) report published in April 2015, struggles remain and most grantees have asked to extend the timetables for…

The Indiana Science Initiative (ISI) is a systemic effort to reform K-8 science education. The program provides teachers with professional development, reform-oriented science modules, and materials support. To examine the impact of the initiative's professional development, a participant observation study was conducted in the program's pilot…

The increased prevalence of autism spectrum disorders (ASD) has intensified the need for high-quality special education services designed for children and youth with ASD and their families. Implementation science provides guidance for moving innovation, such as utilizing evidence- based practices for students with ASD, into regular practice in…

As one part of a broad reform package, the 2011 Indiana General Assembly passed Senate Enrolled Act 001 (Public Law 90), a bill that significantly changed the way Indiana teachers will be evaluated and compensated. An earlier Center for Evaluation & Education Policy (CEEP) policy brief, "Revamping the Teacher Evaluation Process"…

If education in Indiana is to dramatically improve, the systems and policies that collectively shape the learning experiences for students must be re-imagined. In the spring of 2011, the Indiana legislature passed IC 20-28-11.5, a new law relating to the evaluation of all certified teaching staff and administrators. Prior to this legislation,…

In October 2010, WestEd's Strategic Literacy Initiative (SLI) won an i3 "Validation" grant to scale up and validate the Reading Apprenticeship (RA) model in three core secondary content area classes: U.S. history, biology, and English language arts. SLI's proposal stated two goals. Goal 1: To transform academic literacy teaching and…

A socioeconomic status (SES) gap in mathematical knowledge emerges early and widens prior to school entry. To address this gap, a curricular intervention, "Pre-K Mathematics," was developed and found to be effective in prior efficacy research. In the present project, the next step was taken in evaluating this intervention. Specifically,…

Graduates of the six regional 2007 "We the People: Project Citizen" professional development summer institutes were surveyed to determine how useful they found their institute experience, and to the extent to which their participation at the Center-sponsored institutes influenced their teaching of civics and government. The study was…

This purpose of this research study was to investigate the role of effective principals and how that role relates to the improvement of adolescent reading skills. This research study identified three strategies that were utilized by principals in an effort to develop effective reading skills in adolescent students which are: (1) effective program…