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Amid challenging teacher workforce conditions, Texas has invested in a multifaceted strategy to seed and support paid teacher residency programs, which includes incentivizing programs to adopt common features. The state can build on already significant progress through continued funding, guidance, and technical assistance.
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As California works to better serve all students it has recently added a new long-term English learner (LTEL) category to its accountability dashboard. New research on LTEL characteristics, locations, and academic performances will be key to helping LTELs reach English proficiency.
Heather PriceDion BurnsStacy LoewePatrick M. ShieldsJonathan KaplanHyeonjeong Lee
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About 40% of California's K-12 students speak a language other than English at home. Half of them receive English learner (EL) services for 5–7 years, but some students retain EL status longer. California recently reconfigured its dashboard to better understand what additional supports these students will need to reach their educational potential.
Laura E. HernándezLinda Darling-HammondNatalie Nielson
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The science of learning and development demonstrates that when young people maintain positive school-based relationships, their learning and well-being is supported and enhanced. Secondary school educators and staff can implement practices that prioritize relationships and caring in order to optimize student learning, well-being, and agency.
Laura E. HernándezLinda Darling-HammondNatalie Nielson
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The science of learning and development demonstrates the value of positive relationships for student success and well-being. Secondary schools can integrate structures to cultivate the conditions that enable healthy attachments to grow between teachers and students, as well as between and among school staff and students’ families.
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Studies link positive school climate to lower teacher attrition rates and several positive student outcomes, including increased academic achievement and attendance, higher graduation rates, and improved behavior. As a result, more schools and districts are collecting and using climate data to improve school environments and inform policy and practice.
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In consultation with over 700 practitioners, nonprofit leaders, teachers, coordinators, researchers, and policymakers, among others, a national collaboration known as Community Schools Forward developed a framework with six key integrated practices for high-quality community school implementation.
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This report analyzes the evolution and effectiveness of standards-based reforms in U.S. education beginning with increased federal involvement through the 1965 Elementary and Secondary Education Act to more recent reforms, and explores the role of state governments in implementing systemic reforms aimed at aligning educational issues to enhance student outcomes.
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Studies link positive school climate to teacher outcomes such as retention and student outcomes, including increased academic achievement and attendance, higher graduation rates, improved behavior. As a result, more schools and districts are collecting and using climate data to improve school environments and inform policy and practice.
