Education policy includes laws as well as processes and policies that educational organizations, local districts, states, and nations put in place and follow to achieve academic goals. RAND analyses have informed education policy in the United States, United Kingdom, Qatar, and many other countries.
The World Innovation Summit for Education (WISE) is accepting applications for the 2012 WISE Awards, which honor education projects around the world—including in primary education—that have had a positive societal impact and can serve as models for other institutions or nations. Submissions for the awards will be accepted through May 31, and the winners will be announced at the 2012 WISE Summit in November in Doha, which will include presentations and discussions by RAND researchers. RAND is a partner to the annual event.
PERIODICAL
Andreas Schleicher of the Organisation for Economic Co-operation and Development provides a global perspective on what drives high-performing educational systems.
REPORT
Better child outcomes are the ultimate goal of early care and education (ECE) quality improvement (QI) efforts, but assessing these outcomes is difficult and rarely done. This study identifies five strategies for incorporating child assessments into the design, implementation, and evaluation of QI initiatives such as quality rating and improvement systems. The study assesses the merits of each strategy and offers guidance for its use.
RESEARCH BRIEF
Identifies five strategies for incorporating child assessments into the design, implementation, and evaluation of initiatives designed to raise the quality of care in early care and education settings such as quality rating and improvement systems.
REPORT
Principals new to their school face a variety of challenges that can influence their likelihood of improving their schools' performance and their likelihood of remaining the principal. The authors present research on first-year principals' experiences, actions, working conditions, and outcomes. The research is intended to inform efforts to promote school improvement and principal retention.
RESEARCH BRIEF
Presents a summary of research on first-year principals' experiences, actions, working conditions, and outcomes; the research is intended to inform efforts to promote school improvement and principal retention.
REPORT
The ImpactFinder provides an overview of research impact and a basis for more detailed examination of the 'why and how' of research translation. The tool is implemented as a web questionnaire and collects information across a range of social, cultural and economic impacts. It was developed to meet the need of the UK's new framework for research funding but potentially has wider application.
REPORT
Japanese translation of Support for Students Exposed to Trauma, including a series of teacher- or school counselor–led lessons aimed at reducing distress for middle school students who have been exposed to a traumatic life event. The program includes skill-building techniques geared toward changing maladaptive thoughts and promoting positive behaviors.
COMMENTARY
The results from Montgomery County demonstrate that an integrative housing policy can be an effective form of school policy for disadvantaged children, writes Heather Schwartz.
JOURNAL ARTICLE
This article examines the micropolitics of implementing New York City's Schoolwide Performance Bonus Program and school governance bodies (Compensation Committees) that determined distribution of school-level rewards among personnel.
COMMENTARY
Motivation alone does not improve schools. Even if incentives inspire staff to improve practices or work together, educators may not have the capacity or resources to bring about improvement, writes Julie Marsh.
REPORT
Brochure for a week-long, intensive course designed for staff and advisors of African First Ladies to develop strategies to manage an effective First Lady's Office and to improve executive decisionmaking through a policy-analysis framework.
MULTIMEDIA
In a TEDx presentation, Brian M. Stecher, Associate Director, RAND Education, suggests three steps we need to take to cultivate schools where students can thrive.
NEWS RELEASE
A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.
REPORT
A New York City program designed to improve student performance through school-based financial incentives for teachers did not improve student achievement, most likely because it did not change teacher behavior and the conditions needed to motivate staff were not achieved.
RESEARCH BRIEF
New York City's Schoolwide Performance Bonus Program did not improve student achievement at any grade level, perhaps in part because it provided no significant additional motivation beyond other accountability incentives.
REPORT
The Elementary and Secondary Education Act (ESEA) could be reauthorized in 2011, and there is much discussion about the most-effective way to balance federal and state responsibilities for improving schools and how best to frame federal policy to promote this goal.
RESEARCH BRIEF
To improve schools, federal policymakers should consider state capacity, cost, and state politics and design policies that support more experimentation, evaluation, and dissemination of new knowledge while avoiding a one-size-fits-all approach.
NEWS RELEASE
Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.
REPORT
Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.
RESEARCH BRIEF
How can the upcoming reauthorization of the Elementary and Secondary Education Act encourage states to expand their measures of school performance to address goals beyond just mathematics and English Language Arts?
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