The Department of Justice (DOJ) provides this report on school resource officers in response to report language in House Report 115-704 that seeks an examination of "the current role of School Resource Offices in schools" and "recommendations on how [School Resource Offices] can better serve the needs of the students." The…

In response to the COVID-19 pandemic, Congress enacted several programs that provided federal funds specifically to prevent, prepare for, and respond to coronavirus in elementary and secondary education, or provided funds that could be used for that purpose. These programs include the Elementary and Secondary School Emergency Relief (ESSER) Fund,…

Utah Leading through Effective, Actionable, and Dynamic (ULEAD) Education is required to report on successful K-12 practices in Utah and other states and propose policy changes to remove barriers to implementation successful practices. Notably, successful and innovative practices across topic areas rely on additional staff expertise and time,…

Utah Leading through Effective, Actionable, and Dynamic (ULEAD) Education is required to report on successful K-12 practices in Utah and other states and propose policy changes to remove barriers to implementation successful practices. These practices should result from ULEAD's innovative research reports and repository development. There have…

In the United States, more than 68 million students are enrolled in public elementary and secondary (K-12) schools or degree-granting postsecondary institutions. School and campus safety and security for these students encompasses many issues, including violence prevention and response, school climate, and the physical and mental health of the…

This document is intended to accompany "Hands-On Learning to Build Financial Habits: Federal Resources to Encourage School-Based and Youth Savings Program." It is intended to provide information on non-governmental research and resources that may be useful to financial institutions, state, local, or tribal government officials, teachers…

This guide is designed for use by school, district, and state education agency staff to improve the effectiveness of efforts to collect and use discipline data, including reporting accurate and timely data to the federal government. It explains the importance of collecting discipline data, identifies key considerations for agencies implementing…

As public schools, charter schools have an obligation to serve students with disabilities (SWD); as self-governing, mission-oriented, and nimble schools, charter schools have a corresponding opportunity to provide innovative, student-centered opportunities to meet those obligations. This compilation from the National Charter School Resource Center…

Determining whether a state's young people are on track for a life with opportunity is a critical -- but diffcult -- task for governors and state leaders. States can be both awash in data and unable to easily access and use that data to inform policy. State longitudinal data systems that meaningfully connect workforce, higher education, K-12, and…

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of the charter school…

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of the charter school…

Prior learning assessment policies allow students to earn college credit for knowledge and experience gained outside of a classroom, which can accelerate their time to graduation. Research shows that students who receive Prior Learning Assessment (PLA) credit accumulate more credit and graduate more quickly and at higher rates than their peers who…

This report is a requirement of "The Career Preparation Expansion Act." The act directs the Maryland Longitudinal Data System Center and the Governor's Workforce Development Board to produce a report on the workforce outcomes of high school graduates five years after graduation. Specifically, the report must include their wages earned,…

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of new charter school…

The "Principles & Standards for Quality Charter School Authorizing," first established in 2004, reflect the lessons learned by experienced authorizers. This foundational resource for National Association of Charter School Authorizers (NACSA) has been used to guide authorizing practices across the country and is referenced in state…