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|NCEE 20200002||The Effects of a Principal Professional Development Program Focused on Instructional Leadership
Helping principals improve their leadership practices is a common use of federal funds and one way to improve instruction and student achievement. This study sought to better understand the effectiveness of an intensive principal professional development program focused primarily on helping principals conduct structured observations of teachers' classroom instruction and provide targeted feedback based on those observations. The report found that the program did not change principal practices as intended or improve students' achievement. However, improvements in some of the targeted principal practices were positively associated with improved student achievement. Attention on how to change these practices might be a potential avenue for improving the program.
|NFES 2019160||Forum Guide to Personalized Learning Data
The Forum Guide to Personalized Learning Data is designed to assist education agencies as they consider whether and how to use personalized learning. It provides an overview of personalized learning and describes best practices used by education agencies to collect data for personalized learning; to use those data to meet goals; and to support relationships, resources, and systems needed for the effective use of data in personalized learning. Personalized learning is still a developing prospect in many locations. therefore, the concepts and examples provided are intended to help facilitate idea sharing and discussion.
|REL 2015081||What predicts participation in developmental education among recent high school graduates at community college? Lessons from Oregon
This study examines the extent of developmental education participation among Oregon high school graduates students who attend community college and the relationship between high school experiences and subsequent developmental education course-taking. An analysis of state and national data from more than 101,000 Oregon public high school graduates who enrolled in the state’s community colleges shows that 65 percent of high school graduates took at least one developmental education course. Mirroring findings from across the country, the study also finds that students who started at lower levels of developmental education were less likely to stay in college and earn a degree. Finally, the study shows that individual high school academic achievement and enrollment in certain dual-credit courses decreases developmental education course-taking. Overall, the findings emphasize the need to target academic underpreparedness at the high school level and to strengthen partnerships between high schools and colleges in addressing this issue.
|REL 2010095||What are the Characteristics, Qualifications, Roles, and Functions of School Support Teams? An Examination of Survey Results for Four Northwest Region States
School support teams work as external facilitators of improvement in schools and districts designated as in need of improvement under the No Child Left Behind Act. This study finds that team members in four Northwest regions states share many characteristics and qualifications and work primarily in schools, meeting with administrators on school improvement planning and implementation. Team members differ in time spent on the activities that support these functions.
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