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Tag: policy
- 1/1/10 - John W. Retman, Laura Beck, Teresa Coppola, Anita Engiles
"We review literature here to explore findings from 10 studies published after 2004 that focus on the experiences and perceptions of parents or other caregivers related to the IEP process. Our objective is to highlight recommendations from this body of literature for improving the experiences of parents and encouraging their participation in IEP meetings." - 1/1/09 - Goode, S., Lazara, A., Danaher, J.
Part C Updates is a compilation of information on various aspects of the Early Intervention Program for Infants and Toddlers with Disabilities (Part C) of the Individuals with Disabilities Education Act (IDEA). - 1/1/08 - Coggshall, J., Stewart, J., Bhatt, M
This brief focuses on what it takes to attract talented and experienced individuals to the principalship. It describes what inspires some people to start on this path, what gives them pause, and what deters others entirely. Using the research literature and results from four focus groups of aspiring principals in three major cities, this brief describes the steps along the pathway to the principalship as well as the characteristics of the individuals taking the journey. Based on these... - 1/1/06 - Arthur Reynolds , Katherine Magnuson , Suh-Ruu Ou
In this report, we review the knowledge base on the effectiveness of PK-3 intervention programs and practices for young children making the transition to school. Our coverage includes extended early childhood interventions, preschool programs, full-day kindergarten, reduced class sizes in the early grades, parent involvement, instructional practices, and school transitions (mobility). We also document new findings on PK-3 programs and practices from the Early Childhood Longitudinal... - 1/1/10 - Alex Molnar, William S. Koski, Faith Boninger, Shannon Hodge , Elizabeth Jansma, Zoe Palitz, Linda Rangel
"The widespread growth of school commercialism has been accepted as an inevitable and even necessary trend to help stretch school resources and better connect public schools with employers who will hire their graduates. Yet, as scholars who have closely examined its consequences have repeatedly pointed out, school commercialism undermines education and harms children." - 1/1/10 - Steve Suitts
"An overwhelming body of independent research continues to confirm that high-quality Pre-K helps young children become school-ready better than any other single investment. Pre-K’s effects in the longer term also make it an essential strategy today to help turn around a century-old pattern in which the South lags behind the nation in educational attainment and personal income. Today high-quality Pre-K is likely the single most effective investment for improving Southern education for both... - 1/1/08 - Bangser, Michael
This issue brief highlights lessons from selected policies and programs designed to improve students’ preparation for postsecondary pathways. The publication summarizes core characteristics of popular interventions in a user-friendly chart, poses overarching implementation questions and challenges, and includes considerations for students with disabilities. - 1/1/09 - Kristen McGraner, Laura Saenz
This Issue Paper presents a review of the policy environment for ELL instruction and the preparation of mainstream teachers toa ddress the needs of ELL students. - 1/1/10 - Paula Burdette
"Based on the importance of principals’ roles in supporting students with disabilities and other diverse learners, Project Forum at the National Association of State Directors of Special Education (NASDSE), in collaboration with LeadScape1, held a policy forum on this topic as part of its cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP)." - 1/1/09 - Bruce D. Baker
This report provides a first-of-its-kind descriptive summary of private school expenditures. It includes comparisons of expenditures among different types and affiliations of private schools, and it also compares those expenditures with public school expenditures for districts in the same state and labor market. Results indicate that (1) the less-regulated private school sector is more varied in many key features (teacher attributes, pay and school expenditures) than the more highly... - 1/1/10 - Maria Teresa Sánchez, Caroline Parker, Bercem Akbayln, Anna McTigue
"To help districts accurately identify students who are English language learners and also have learning disabilities, this study examines practices and challenges in the processes applied in three New York State districts in identifying learning disabilities among students who are English language learners. Using interviews with district and school personnel and documents from state and district web sites, the study finds both similarities and differences in practices, with more differences... - 1/1/08 - Arias, Beatriz, Morillo-Campbell, M.
This policy brief analyzes factors related to the implementation of effective parental involvement with English Language Learners (ELLs). It analyzes characteristics of the ELL student and parent population; barriers to ELL family engagement with schools; and characteristics of traditional and non-traditional parental involvement models. Diversity in ELL parents and their communities speaks to the need for both traditional and non-traditional models for ELL parental involvement. With a... - 1/1/09 - Janice L. Cooper , Jessica Vick
The aim of the study reported in this brief was to determine how states leveraged different policy choices to support integration of social-emotional developmental strategies into early intervention services. Forty-eight states’ Part C coordinators participated in the study. They reported on their states’ efforts to support screening, referral and evaluation; strategies that are part of the array of early intervention service continuum covered by the Part C program; services and supports... - 1/1/07 - Clemencia Consentino de Cohen, Beatriz Chu Clewell
This brief presents research findings as well as policy recommendations arising from a study of the No Child Left Behind Act and its implications for immigrant children and English language learners (ELLs). Analyses are based on nationally-representative data from the Schools and Staffing Survey and detailed case studies of selected elementary schools and school districts serving high concentrations of ELL students. - 1/1/09 - Brian Pusser, John Levin
"Contemporary community colleges are on the brink of crisis, facing both praise and criticism on so many dimensions that it is difficult to make an overall assessment of their legitimacy. Each of the primary missions of community colleges faces a broad spectrum of challenges, made more complex by misapprehensions about the various roles of community colleges, lack of clear and consistent data on outcomes, and the relative weakness of the institutions and their students in state and federal... - 9/25/09 - Anthony T. Milanowski, Hope Longwell-Grice, Felicia Saffold, Janice Jones, Kristen Schomisch, Allan Odden
Many urban districts in the United States have difficulty attracting and retaining quality teachers, yet they are often the most in need of them. In response, U.S. states and districts are experimenting with financial incentives to attract and retain high-quality teachers in high-need, low-achieving, or hard-to-staff urban schools. However, relatively little is known about how effective financial incentives are for recruiting new teachers to high-need urban schools. This research explores...
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