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The CLASS Project: Empowering Educators, Raising Student Achievement

Against a statewide backdrop of sliding student achievement levels, widening education inequities, and high levels of teacher dissatisfaction, the CLASS Project—an Oregon nonprofit initiative—has made sharp gains in all of these areas while simultaneously improving the working relationships between various education system stakeholders. But what exactly IS the Creative Leadership Achieves Student Success (CLASS) Project?[…]

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A Simple Cure For Education’s Jargonitis

Merriam-Webster defines jargon as “the technical terminology or characteristic idiom of a special activity, group, profession, or field of study.” NPR Ed recently set out to define the most commonly used terms of education jargon in language regular people could understand, using a text editor that restricts you to the 1,000 most common words in[…]

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Maintaining Focus on Student Success

A recent paper titled Not another meeting: How performance management routines help education systems deliver on their goals for students asks what data from the field can tell us about the ways in which leaders keep their systems focused on their goals through regular conversations about progress. This paper considers five years’ data from “capacity[…]

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Organizations in Which Teachers Can Do Their Best Work

In a two part blog on the best ways to organize an educational system, Mark Tucker outlines his vision and details the specific methods that can be used to achieve this vision. Mr. Tucker writes: NCEE, the organization I head, runs the biggest and most successful program for training school principals in the United States,[…]

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Most Likely to Succeed

David Brooks, an op-ed writer for the New York Times, examines the new documentary, Most Likely to Succeed and analyzes the claims it makes about the current state of the American Education system: Greg Whiteley’s documentary, Most Likely to Succeed, argues that the American school system is ultimately built on a Prussian model designed over[…]

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School Quality Reviews

Helen Ladd writes in the Brookings blog about an alternative to school accountability – an inspection and review system for schools: Inspection and review systems use professional inspectors to make periodic visits to schools – and ideally also to districts. The inspectors review school documents, talk to school leaders and teachers, and may also survey[…]

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Suburban Schools: The Unrecognized Frontier in Public Education

Urban schools have been the center of investment and concern in public education for the past two decades. Yet many suburban districts now rival urban districts in the challenges they face, having experienced dramatic population changes in just the past decade, with fast growing numbers of English Language Learners and students living in poverty attending[…]

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The Role of a Multi-Classroom Leader

In Real Clear Education, Kristin Cubbage reflects on what it means to be a Multi-Classroom Leader, a role her school has adopted in conjunction with Public Impact. She writes: When I became a multi-classroom leader in 2013, the position was new to our school, district and state—new to the nation, in fact. I have vivid[…]

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Through a Student’s Eyes

      Do teachers really know what students go through? To find out, one teacher followed two students for two days  and was amazed at what she found. Her report  appeared on the blog of Grant Wiggins, the co-author of  Understanding by Design and the author of Educative Assessment. Alexis Wiggins’ article is excerpted[…]

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The Evidence on Non-Cognitive Skills from California’s CORE Districts

Previously, this blog introduced readers to the work of California’s CORE Districts. Now preliminary evidence is out, and we are able to look more closely at the use of self-report surveys of non-cognitive skills as a potential element of school accountability systems. Analysis of data from the CORE field test indicates that the scales used[…]

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Developing Excellent School Principals: Considerations for State Policy

Even though school principals have a powerful impact on teaching and student achievement, in general they remain relatively low priorities on crowded state education policy agendas. A new report recently released suggests a number of possible actions that state policymakers can consider to raise the profile of principals on policy agendas and ensure they are[…]

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Eyes on the Prize: System-Wide Goals to Drive Student Success

In the first of a series of research briefs focused on the biggest implementation challenges facing American education today, EDI looks at what data from the field can tell us about education leaders’ capacity to anchor their work in clear student outcome goals. Eyes on the prize: The capacity of education leaders to use system-wide[…]

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Making the Grade: A 50 State Analysis of Accountability Systems

Over the past 15 years, a national consensus has slowly coalesced around one of the most enduring and contentious debates in education circles: how to hold schools and districts accountable for improving outcomes. The Every Student Succeeds Act, or ESSA, is in many ways the culmination of the movement towards more sophisticated accountability systems and[…]

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Want to Fix Education? Give a Kid a Tutor

In the late 1970’s, education research was deemed a pseudoscience by many in the field due to a lack of clear data and results that pointed to effective practice. In response, researchers began designing field experiments to test the effectiveness of programs and practices. In recent years, as concern over U.S. educational performance has increased,[…]

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A Policymaker’s Guide to School Leadership

Whether the goal is to enhance instruction, create a culture of excellence, or broaden education options for parents, it’s nearly impossible to improve schools without strong leaders. This is hardly news; much evidence has indicated the importance of effective principals for decades. Yet reform strategies have largely lacked a coherent plan to upgrade leadership, even[…]

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