Reports

June 29, 2016 | Considerable research exists on the elements of high-quality early childhood education and its many benefits, particularly for low-income children and English learners, but little information is available to policymakers about how to enact their visions of good pre-k programs. This report fills that gap by describing and analyzing how four states—Michigan, West Virginia, Washington, and North Carolina—have built high-quality early education systems.

June 3, 2016 | Do teachers, on average, continue to improve in their effectiveness as they gain experience in the teaching profession? This review of research finds that teaching experience is, on average, positively associated with student achievement gains throughout a teacher’s career, especially in collaborative school environments.

April 20, 2016 | This report provides critical information about the requirements and opportunities under the new federal education law, the Every Student Succeeds Act. Drawing on promising examples from several states, as well as from New York City and Alberta, Canada, the authors offer alternative approaches to developing, presenting, and using a multiple-measure accountability system.

April 9, 2016 | During 2015, a group of diverse states began to work together to redesign their accountability systems so as to better support school improvement and students’ acquisition of deeper learning skills to ensure all students are college, career, and life ready upon graduation. This report documents the progress made by 10 states to transform their systems of accountability to support more meaningful learning opportunities for all students.

January 19, 2016 | After many years of teacher layoffs in California, school districts are using an influx of new k–12 funding to hire again. However, the supply of teachers has not kept pace with the increased demand. This report examines shortage indicators, discusses their impact on students, analyzes factors that influence teacher supply and demand in California and nationally, and recommends policies to ensure an adequate supply of fully prepared teachers where they are needed.

December 7, 2015 | Rather than preparing for tests, students at Alice Birney are deeply involved in expressive arts that focus on their social, emotional, physical, and artistic development. This study provides insight into how to create space in public schools for broader definitions of education.

November 1, 2015 | In 2015, California allocated $490 million to professional learning systems statewide, for districts to improve their overall professional capacity, especially the competence of teachers and principals within their school systems. This report is intended to help districts think through strategies to support all the allowable uses of funds and discusses how districts can approach professional learning in their implementation of state academic standards.

April 1, 2015 | To understand what effective social and emotional learning practice looks like at the high school level, this study examines implementation and student outcomes at three schools across the country: Fenway High School, El Puente Academy for Peace and Justice, and International School of the Americas.

June 17, 2014 | A cross-case analysis of four California schools—Life Academy of Health and Bioscience, Impact Academy of Arts and Technology, Dozier-Libbey Medical High School, and City Arts and Technology High School—demonstrates the policies needed for student-centered learning, as well as this approach’s positive impacts.

October 7, 2013 | This in-depth study of four elementary schools achieving strong educational outcomes with students of color from low-income backgrounds explores common characteristics and implications for creating systems that support the learning of all students.