The authors consider how policy environments affect school districts' attempts to scale and sustain quality summer programs. This report, the sixth in a series, is intended to help program leaders navigate local, state, and federal policy contexts.
This toolkit is a companion to School Leadership Interventions Under the Every Student Succeeds Act: An Evidence Review. The authors provide guidance and tools for designing and conducting evaluations of school leadership interventions.
This guide describes six types of school leadership interventions, summarizes common components of evidence-based interventions, and unpacks the relationships between the intervention activities and student outcomes.
The Every Student Succeeds Act gives states and districts new opportunities to invest in school leadership. Looking at the evidence base on school leadership interventions can help inform policymakers' decisions.
School leadership can have an important effect on student achievement. New federal rules offer states and school districts greater flexibility about how to use federal funds to strengthen school leadership.
The Every Student Succeeds Act provides states and districts with new chances to invest in school leadership. A review of interventions can serve as a starting point to enact relevant solutions and build the evidence base for what works.
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.
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 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?
Although the availability of No Child Left Behind public school choice and supplemental educational options continues to expand for students in underperforming schools, only a small percentage of eligible students participate in these programs.
A key aim of the No Child Left Behind Act of 2001 (NCLB) is to provide school choice or supplemental educational services to predominantly low-income parents whose children are attending Title I schools identified for improvement, but in recent years only a small fraction of families have taken advantage of these options.
A central goal of the No Child Left Behind Act of 2001 (NCLB) is to ensure that every child is taught by a highly qualified teacher. Most teachers meet their states requirements, but it is uncertain if some states' standards are sufficiently high.