This publication provides background to inform the implementation of Programs of Study (POS) as required by grantees of funds authorized under the Carl D. Perkins Career and Technical Education Improvement Act of 2006. The report is a review of the evidence on the effectiveness of previous similar initiatives and an examination of the implications…

This report describes the results of an exploratory study of juvenile justice programs where managers and practitioners are attempting to build youth interventions with strength-based, positive youth development principles. Previous researchers have not adequately documented how such reforms take place, let alone whether they produce effective…

"Title III Accountability and District Improvement Efforts: A Closer Look" (2010) summarizes findings from interviews with six Title III Directors and nine Title III district-level directors in the spring of 2009. States and districts were selected in order to collect information from some entities with a long history of serving English…

"Title III Policy: State of the States" (2010) discusses state implementation of the Title III accountability requirements based on phone interviews with six state Title III Directors in the spring of 2009, interviews with six experts and university-based researchers who work on education for English Learners, and based on earlier data…

This "Third Annual Report Card" looks at improvements in the cradle-to-career educational pipeline, the areas where Boston has made modest progress but still has a great deal of work to do, and the places where observers have failed to see the gains that are needed to ensure that Boston is a city of opportunity for all. This report card…

Author discusses how accountability and humanism in education are complementary. (HB)

The first of two articles that deal with accountability. The articles outline a model that could be followed in implementing accountability systems. (JF)

This compilation focuses chiefly on the impact of afterschool programs on student academic achievement. Although afterschool programs for children have been operating for many years in some communities, the afterschool movement is just a few years old. As public demand for afterschool has grown, so has the demand for accountability. That is…

This study reports on the developmental functioning levels of children from birth through age 2 in early intervention services and children ages 3-5 in early childhood special education services at the time of entry into services, using data from the Oregon Early Childhood Assessment System. The assessment system contains data on the assessed…

This technical brief examines the 2008/09 reading and math proficiency levels among subgroups of Arizona public school students defined by students' race/ethnicity (American Indian, Asian, Black, Hispanic, and White), English language learner status (English language learner students and non-English language learner students), disability status…

The National Commission on Asian American and Pacific Islander Research in Education (CARE), consisting of a national commission, research advisory group, and research team at New York University, aims to provoke thoughtful and actionable discussions about the mobility and educational opportunities for Asian Americans and Pacific Islanders (AAPIs)…

The "Core Indicators of Effectiveness Report" delineates the performance of Wyoming's community colleges as measured by the 14 indicators set forth by the American Association of Community Colleges (AACC) and adopted by the seven Wyoming community colleges and the Wyoming Community College Commission in 2002. These indicators, while…

No Child Left Behind and other education reforms promoting high-stakes testing, accountability, and competitive markets continue to receive wide support from politicians and public figures. This support, the author suggests, has been achieved by situating education within neoliberal policies that argue that such reforms are necessary within an…

Background/Context: This study examines the extent of reform in preparation programs in school leadership in six states employing a comprehensive, whole-state intervention design. Although no studies of these or other comprehensive reform designs are available, there is a rich context surrounding preparation reform work that informed our…

Extension and evaluation share some similar challenges, including working with diverse stakeholders, parallel processes for focusing priorities, meeting common standards of excellence, and adapting to globalization, new technologies, and changing times. Evaluations of extension programs have helped clarify how change occurs, especially the…