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 Pub Number  Title  Date
NCES 2020157 Statewide Longitudinal Data Systems (SLDS) Survey Analysis
Statewide Longitudinal Data Systems grant-funded projects represent one of the most developed and systemic K12 education data projects in U.S. history. This report reviews what types of K-12 data elements are included in state systems, data linking with other systems, and how the data are used for reporting and decision making.
10/29/2019
NCEE 20154012 State Capacity to Support School Turnaround
One objective of the U.S. Department of Education's (ED) School Improvement Grants (SIG) and Race to the Top (RTT) program is to help states enhance their capacity to support the turnaround of low-performing schools. This capacity may be important, given how difficult it is to produce substantial and sustained achievement gains in low-performing schools. There is limited existing research on the extent to which states have the capacity to support school turnaround and are pursuing strategies to enhance that capacity. This brief documents states' capacity to support school turnaround as of spring 2012 and spring 2013. It examines capacity issues for all states and for those that reported both prioritizing turnaround and having significant gaps in expertise to support it. Key findings, based on interviews with administrators from 49 states and the District of Columbia, include the following:
  • More than 80 percent of states made turning around low-performing schools a high priority, but at least 50 percent found it very difficult to turn around low-performing schools.
  • 38 states (76 percent) reported significant gaps in expertise for supporting school turnaround in 2012, and that number increased to 40 (80 percent) in 2013.
  • More than 85 percent of states reported using strategies to enhance their capacity to support school turnaround, with the use of intermediaries decreasing over time and the use of organizational or administrative structures increasing over time.
  • States that reported both prioritizing school turnaround and having significant gaps in expertise to support it were no more likely to report using intermediaries than other states but all 21 of these states reported having at least one organizational or administrative structure compared with 86 percent (25 of 29) of all other states.
5/5/2015
NCEE 20144011 State Implementation of Reforms Promoted Under the Recovery Act
This report, based on surveys completed by all 50 SEAs and the District of Columbia (DC) during spring 2011, examines which states were implementing the key education reform strategies promoted by the Recovery Act in 2010-11, the extent to which implementation reflected progress since Recovery Act funds were first available, and states' challenges with implementation. Findings showed variation across the strategies assessed. Almost all SEAs provided guidance for choosing and implementing one of the four school intervention models ED recommended to improve low performing schools, while only two reported supporting teacher evaluation models that included the complete set of criteria (e.g., use of student achievement gains) that the Recovery Act promoted. Difficulty in measuring student growth for teachers of nontested subjects was the challenge reported by the largest number of SEAs.
1/28/2014
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