RAND Research Topic: Education Policy 2012-05-24T14:08:28Z Copyright (c) 2012, The RAND Corporation RAND Corporation http://www.rand.org/topics/education-policy.html The 2012 WISE Awards Will Honor Innovative Education Projects Worldwide http://www.rand.org/education/news/wise-awards-2012.html Apr 23, 2012 Apr 23, 2012 The World Innovation Summit for Education (WISE) is accepting applications for the 2012 WISE Awards, which honor education projects around the world&mdash;including in primary education&mdash;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. Getting Schooled: How the United States Ranks Among Other Countries in Educational Achievement http://www.rand.org/publications/randreview/issues/2012/spring/perspectives.html May 11, 2012 May 11, 2012 Andreas Schleicher of the Organisation for Economic Co-operation and Development provides a global perspective on what drives high-performing educational systems. Moving to Outcomes: Approaches to Incorporating Child Assessments into State Early Childhood Quality Rating and Improvement Systems http://www.rand.org/pubs/occasional_papers/OP364.html Feb 28, 2012 Feb 28, 2012 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. Incorporating Child Assessments into State Early Childhood Quality Improvement Initiatives http://www.rand.org/pubs/research_briefs/RB9639.html Feb 28, 2012 Feb 28, 2012 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. First-Year Principals in Urban School Districts: How Actions and Working Conditions Relate to Outcomes http://www.rand.org/pubs/technical_reports/TR1191.html Feb 23, 2012 Feb 23, 2012 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. Challenges and Opportunities Facing Principals in the First Year at a School http://www.rand.org/pubs/research_briefs/RB9643.html Feb 23, 2012 Feb 23, 2012 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. Impact and the Research Excellence Framework: New challenges for universities http://www.rand.org/pubs/corporate_pubs/CP661.html Jan 19, 2012 Jan 19, 2012 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. Support for Students Exposed to Trauma (Japanese translation) http://www.rand.org/pubs/technical_reports/TR675z1.html Jan 13, 2012 Jan 13, 2012 Japanese translation of <em>Support for Students Exposed to Trauma</em>, 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. Narrowing the Economic Achievement Gap: The Role of Housing http://www.rand.org/commentary/2012/01/11/SPO.html Jan 11, 2012 Jan 11, 2012 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. Micropolitics of Implementing a School-Based Bonus Policy: The Case of New York City's Compensation Committees http://www.rand.org/pubs/external_publications/EP20120064.html Jan 1, 2012 Jan 1, 2012 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. The Debate over Teacher Merit Pay: A Freakonomics Quorum http://www.rand.org/commentary/2011/09/20/FRK.html Sep 20, 2011 Sep 20, 2011 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. African First Ladies Brochure http://www.rand.org/pubs/corporate_pubs/CP643-2011-08.html Sep 19, 2011 Sep 19, 2011 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. Stecher Discusses How to Cultivate Thriving Schools http://www.rand.org/multimedia/video/2011/07/16/cultivating-thriving-schools.html Sep 6, 2011 Sep 6, 2011 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. New York City School-Based Financial Incentives Program Did Not Improve Student Achievement or Affect Reported Teaching Practices http://www.rand.org/news/press/2011/07/18.html Jul 17, 2011 Jul 17, 2011 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. NYC School-Based Financial Incentives Program Did Not Improve Student Achievement or Affect Reported Teaching Practices http://www.rand.org/pubs/monographs/MG1114.html Jul 17, 2011 Jul 17, 2011 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. What New York City's Experiment with Schoolwide Performance Bonuses Tells Us About Pay for Performance http://www.rand.org/pubs/research_briefs/RB9596.html Jul 17, 2011 Jul 17, 2011 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. Federal and State Roles and Capacity for Improving Schools http://www.rand.org/pubs/technical_reports/TR989.html May 23, 2011 May 23, 2011 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. How Federal Education Policy Under the Elementary and Secondary Education Act Can Support States in School Improvement http://www.rand.org/pubs/research_briefs/RB9590.html May 16, 2011 May 16, 2011 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. Congress Should Expand School Performance Measures Beyond Those Found in 'No Child Left Behind' http://www.rand.org/news/press/2011/04/26.html Apr 25, 2011 Apr 25, 2011 Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools. Congress Should Expand School Performance Measures Beyond Those Found in 'No Child Left Behind' http://www.rand.org/pubs/technical_reports/TR968.html Apr 25, 2011 Apr 25, 2011 Expanding measures of school performance beyond mathematics and English language arts will give educators better information when evaluating the academic achievements of schools.