The 2022 Legislature required OSPI to promote survivor-centered and trauma-informed responses to sexual assault and to support survivors of sexual assault in Washington's K-12 public schools. OSPI partnered with a contractor to research best practices, review mandatory reporting laws, conduct listening sessions, update model protocols, and develop…

In 2018 the Center for Universal Education (CUE) at Brookings launched a series of Real-time Scaling Labs (RTSL) to generate more evidence and provide practical recommendations on how to expand, deepen, and sustain the impact of education initiatives leading to transformative change in education systems, especially for the most disadvantaged…

Clearly, low performing, and especially failing schools, are a high priority concern for policy makers. And it is evident that fundamental systemic changes are necessary. The authors contend that it is essential that policy makers move to a three-component framework for turning around, transforming, and continuously improving schools. The third…

Federal, state, and local policymakers and funders have increasingly organized human service delivery functions around the selection and implementation of empirically supported interventions (ESIs), under the expectation that service delivery through such intervention frameworks results in improvements in cost-effectiveness and system performance.…

As the education reform movement increasingly focuses on teachers and teaching, educators, policy-makers, and researchers need valid and reliable measures that can be used to evaluate individual teachers, provide guidance for improving teaching performance, and support research in ways that advance instruction and classroom dialog and practice. A…

One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing…

Between 2007 and 2009, reports were released on the results of three separate large-scale random assignment studies of the effectiveness of school-based mentoring programs for youth. The studies evaluated programs implemented by Big Brothers Big Sisters of America (BBBSA) affiliates (Herrera et al., 2007), Communities In Schools of San Antonio,…

For RCTs of education interventions, it is often of interest to estimate associations between student and mediating teacher practice outcomes, to examine the extent to which the study's conceptual model is supported by the data, and to identify specific mediators that are most associated with student learning. This paper develops statistical power…

What to do about persistently low-performing schools is a pressing challenge for policymakers and educators across the nation. Schools that fail to make "adequate yearly progress" (AYP) for five consecutive years under No Child Left Behind (NCLB) must be "restructured". The 3,500 schools in the United States currently in…

Student departure from postsecondary institutions has been one of the central topics of concern discussed widely by policymakers, institutional personnel, and educational researchers at various levels. However, many existing studies have failed to address issues related to the timing of student departure from college. This article discusses the…

This paper proposes the twin themes of prevention and intervention as components of a conceptual framework for determining special education research priorities and developing a coherent research program. Brief descriptions of ongoing programs of research on prevention and intervention from three different research groups are used illustratively,…

This paper presents a model for compensating school districts for implementing effective prereferral programs, in order to promote the most appropriate service delivery for all students. The model develops formulae based upon changes in regular and special education enrollment, and includes state monies allocated to special education. Variables in…

Purpose: This article proposes the development of a conceptual model to help understand the nature of management learning in the micro business context and to inform research and policy discourse. Design/Methodology/Approach: The model is developed on the basis of a literature search and review of academic and grey literature. Findings: The…

This Education Policy Brief provides readers with a broad overview of Response to Intervention (RTI). Response to Intervention refers to an integrated, schoolwide method of service delivery across general and special education that promotes successful school outcomes for all students. This brief first discusses the impetus behind RTI, which stems…

The paper provides a synthesis of "best practices" from the field of disability, which can be applied to develop exemplary early childhood special education programs. Exemplary programs are determined to be those providing services that are integrated, comprehensive, normalized, adaptable, peer- and family-referenced, and outcome-based.…