In accordance with RCW 28A.655.075, the Office of Superintendent of Public Instruction (OSPI) must report annually to the Legislature on the number of school districts that use the Educational Technology Assessments each school year. The assessments can be used to determine if students are meeting academic learning requirements and grade-level…

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements,…

The 2015 reauthorization of the Elementary and Secondary Education Act (ESEA), as well as the Individuals with Disabilities Education Act (IDEA), continues to require states to disaggregate participation and performance data at the state level for all students and student subgroups. This report presents information on publicly reported…

This report provides a summary of the 17 Every Student Succeeds Act (ESSA) plans submitted by May 31, 2017 to the U.S. Department of Education. The purpose of this report is to provide an at-a-glance look at how states articulated decisions related to standards, assessment, accountability, and instruction of English learners in their submitted…

Serbia's education system performs well compared to other countries in the Western Balkans. There have been improvements in access to education and Serbia has undertaken major institutional reforms in recent years, such as the introduction of achievement standards at the end of compulsory education, teacher standards and a school evaluation…

High school graduation is "not yet a reliable indicator of college readiness", (Gaertner & McClarty, 2015, p2). As such, researchers are investigating the use of non-cognitive factors as predictors of College and Career Readiness (CCR). The College and Career Readiness Mathematical Practice Scale (CCRMS) was designed to measure…

This Statistics in Brief adds to existing research on early-career teachers by presenting findings on their preparation and supports from data from the 2011-12 Schools and Staffing Survey (SASS). This brief, like past research, investigates several specific areas of preparation and types of support. For the purposes of this brief, early-career…

This report, based on surveys completed by all 50 State Education Agencies (SEAs) and the District of Columbia (DC) and nationally representative samples of districts and schools during spring 2011 and 2012, examines implementation of the key education reform strategies promoted by the Recovery Act in 2011-12, the extent to which implementation…

The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices,…

Our 31st annual report analyzing data from southeast Wisconsin's public school districts finds that while 68 of the 92 school districts are exceeding or significantly exceeding expectations on our new state report cards, there are large achievement gaps across the region on state assessments for low-income students and students of color. Key…

Our 32nd annual report analyzing data from southeast Wisconsin's public school districts finds progress on some college readiness indicators and largely positive showings on district report cards. Those results are offset, however, by discouraging results on standardized tests and continued substantial achievement gaps between students of…

For the last 30 years, the Public Policy Forum has collected and analyzed education data to produce an annual report on the demographics, academic performance, and finances of public school districts in southeast Wisconsin. In the three decades of producing this report, few years have exhibited as much change and transformation as this one. The…

This report from the National Assessment of Educational Progress (NAEP) presents results from the Trial Urban District Assessment in science. Science results are based on representative samples of fourth- and eighth-grade public school students from the 17 urban districts that volunteered to participate in the 2009 assessment. Between 900 and…

The 2006-2007 school year was the eighth annual reporting period since disaggregating the performance of students with disabilities on state and district-wide assessments was required by the Individuals with Disabilities Education Act (IDEA). It is the fifth reporting period since the enactment of the No Child Left Behind Act (NCLB), and the…

In April 2007, Federal No Child Left Behind regulations were finalized that provided states with additional flexibility for assessing some students with disabilities. The regulations allowed states to offer another assessment option, alternate assessments based on modified academic achievement standards (AA-MAS). States are not required to have…