States are responsible for evaluating teacher preparation programs (TPPs) through program reviews. We use data from Massachusetts to describe the first analysis of program review ratings and their relationship to in-service outcomes for TPP graduates. When comparisons are made across all schools and districts in the state, a TPP's review scores…

On September 17, 2013 (Constitution Day), the C3 Framework was released under the title "The College, Career and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History." The C3 Project Director and lead writer was NCSS member Kathy Swan, who is…

The Obama administration has offered states the chance to waive some requirements of the No Child Left Behind Act. States are required, however, to make specific reforms in exchange for increased flexibility. The administration has been clear it wants states to engage in "ambitious but achievable" reforms rather than merely asking for a pass from…

This first of two reports presents early findings from the National Evaluation of the Comprehensive Technical Assistance Centers (Comprehensive Centers), a federally funded program that provides technical assistance to states in connection with the No Child Left Behind (NCLB) Act of 2001. The law authorizing the Comprehensive Centers, the…

"Investing in Innovation" provides a snapshot of trends in the states and identifies a wide range of strategies now employed. California's big investments, such as $3 billion for stem cell research, have already grabbed national headlines. But states like Arizona, Indiana and North Dakota, which haven't historically been big research and…

Several years ago, the state of South Carolina turned to experts in early childhood education to address the school readiness issue for its K-2 schools. Rather than asking, "Is this child ready for school?," the state created a program assessment system that reframed the question of school readiness by asking, "Is this school ready…

The federal government has had a long-standing commitment to ensuring access of English Learner (EL) students to a meaningful education. As early as 1968, the "Elementary and Secondary Education Act" ("ESEA") contained provisions for supporting the education of EL students and in its 1974 landmark decision, "Lau v.…

Article described an attempt to make state assessment into a useful tool for improving educational practice. (Author/RK)

Conducted telephone survey on state efforts to evaluate school programs funded under Drug-Free Schools and Communities Act. Some states reported studies of program implementation and some reported drug- and alcohol-use surveys. Together, these two types of evaluation efforts formed foundation of approach for conducting evaluations under the act.…

This brief is part of a series intended to advance effective financing and governance of early learning supports and services in order to promote children's readiness for school. The series presents conceptual frameworks, an array of effective strategies, and the experiences of states and communities in advancing the early childhood agenda,…

In 1986 the Center for Policy Research in Education began a five-year study of state educational reform implementations and effects in six states (California, Arizona, Texas, Minnesota, Florida, and Georgia) chosen for their diverse approaches. Most efforts (not all successful) concentrated on increased academics, teacher professionalism, and…

In 1986, the Center for Policy Research in Education began a 5-year study of the implementation and effects of state education reforms in six states chosen for their diverse approaches: Arizona, California, Florida, Georgia, Minnesota, and Pennsylvania. This issue contains material from an earlier CPRE report providing an interim assessment of…

Governors recommend establishment of permanent programs and a national policy on regional development. Consists of excerpts from annual meeting of the Council of Appalachian Governors (September 17, 1969, Williamsburg, Virginia). (YP)

During the early eighties, state responsibility for funding public education increased along with the dollars allocated to public education. The more aggressive states benefited from the period's rapid economic expansion. In part, educational reform was advocated due to the relatively low cost in new tax dollars. A healthy economy seems necessary…

Serious interest in reducing class size often begins with a key question: What available evidence would support the higher implementation costs? This article discusses positive results of a longitudinal statewide study in Tennessee (Project STAR) and uses findings to specify four guidelines for practitioners and policy makers. Evaluation plans…