Despite enacting well-intentioned policies to improve teacher recruitment and retention, many states continue to face significant staffing challenges, particularly in high-need schools and hard-to-staff subjects such as math, science, and special education. Two years ago, the National Council on Teacher Quality (NCTQ) set out to explore the…

The Elementary and Secondary Education Act (ESEA) reauthorization requires State Education Agencies to establish a school choice policy for students attending a persistently dangerous school as defined by the state. No Child Left Behind (NCLB) stipulates that a school can be deemed unsafe as a whole entity or for an individual student who is the…

How did Washington create a clear organizational structure that assigns responsibility for each aspect of transfer policy to the group that is best suited to manage it (Kisker, Wagoner, and Cohen, 2011)? In this chapter, the authors will introduce the agencies, organizations, and entities that have played a key role in gathering information,…

The current status of proprietary school education in Montana and the relationship between state-federal agencies and proprietary schools were studied. Data and information were collected via questionnaires, meetings, personal interviews, personal observations, and input from concerned individuals. Section 2 of the report shows the present status,…

The data presented in this National Education Association report provide facts about public educational resources committed by local, state, and national governments for state and local affiliates, researchers, policymakers, and the public as a tool to examine public education services. Regardless of state-by-state variations, improvements in…