New ‘Evidence for ESSA’ Website

The Center for Research and Reform in Education (CRRE) at Johns Hopkins University has released its much anticipated website called Evidence for ESSA (www.evidenceforessa.org), a free web-based resource that provides easy access to information on programs that meet the evidence standards defined in the Every Student Succeeds Act. The website is designed for education leaders Read more about New ‘Evidence for ESSA’ Website[…]

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Programs Versus Practices: What’s the “What” in What Works?

Ruth Neild of the American Youth Policy Forum recently provided advice on what types of interventions educators should be looking for when they strive to meet the ESSA evidence standards. Her explanation encompasses programs, models, policies, practices, and products. Excerpts of her piece appear below: “Invest in what works, and stop doing what doesn’t!” This, Read more about Programs Versus Practices: What’s the “What” in What Works?[…]

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Evidence-Based Improvement: A Guide to the Evidence Requirements of ESSA

One of the broad intents of the federal Every Student Succeeds Act (ESSA) is to encourage evidence-based decision-making as standard practice. This new, free publication from WestEd, Evidence-Based Improvement: A Guide for States to Strengthen their Frameworks and Supports Aligned to the Evidence Requirements of ESSA, provides an initial set of tools to help states Read more about Evidence-Based Improvement: A Guide to the Evidence Requirements of ESSA[…]

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December Issue Brief: Evidence-Based School Improvement

The Every Student Succeeds Act (ESSA) requires state and district leaders to consider the evidence behind school improvement practices before adopting or implementing them. The evidence-based provisions of ESSA are intended to support school improvement and result in better student outcomes. Guidance encourages state and district leaders to consider multiple tiers of evidence and examine Read more about December Issue Brief: Evidence-Based School Improvement[…]

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How to Learn What’s Working in Your Setting

The Regional Educational Laboratories Program has released a new video series that explains how schools, districts, states, and their research partners can use a cost-effective approach, known as “opportunistic experiments,” to test the effectiveness of programs. Under the right circumstances, this type of research study can generate evidence for informing your education decisions. What is Read more about How to Learn What’s Working in Your Setting[…]

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ESSA’s Evidence-Based School Improvement

Much will change in practice and policy as the Every Student Succeeds Act (ESSA) replaces the law, regulations, and guidance established through NCLB; but two elements of the new legislation stand out: the shift away from federal mandates toward greater state and local authority, and the emphasis on evidence-based school improvement practices. A new report Read more about ESSA’s Evidence-Based School Improvement[…]

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IES Releases Synthesis of Research on Mathematics Teaching and Learning

The Institute of Education Sciences (IES) has released a synthesis of research it has funded on mathematics teaching and learning, Synthesis of IES- Funded Research on Mathematics: 2002-2013. This synthesis reviews published papers on IES-supported research from projects awarded between 2002 and 2013. The authors identified 28 specific contributions that IES-funded research made to support Read more about IES Releases Synthesis of Research on Mathematics Teaching and Learning[…]

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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, Read more about Want to Fix Education? Give a Kid a Tutor[…]

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Policy Change is not the Only Path to School Reform

A recent opinion blog, written by Michael J. Petrilli, President of the Thomas B. Fordham Institute, discusses the education sector’s exhaustion with policies on education reform. Mr. Petrilli writes: It strikes me, and several others with whom I’ve spoken in recent months, that education reform is at a turning point. It’s not just the new Read more about Policy Change is not the Only Path to School Reform[…]

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Does the focus on Content Standards detract from rigor?

States should focus more on setting high performance standards than on debating the content of their academic standards. This is according to a new report out from the American Institutes for Research. THE ISSUE Content standards, not performance standards, have been almost the sole focus of state policies and recent conversations about academic standards. Although Read more about Does the focus on Content Standards detract from rigor?[…]

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New from NCEE: Guides for making the most of opportunities to learn what works

Two new guides – one for researchers and one for education leaders – show how “opportunistic experiments” can build evidence by incorporating rigorous research studies into the normal course of action. This approach to conducting randomized controlled trials (RCTs) takes advantage of planned interventions or policy actions, all with minimal cost and disruption. The guide Read more about New from NCEE: Guides for making the most of opportunities to learn what works[…]

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Education Department Demands more Evidence

Big changes may be coming in the way the Department of Education selects grant recipients. Last year, the Office of Management and Budget issued a memo to federal agencies requiring them to demonstrate the use of evidence in their fiscal 2014 budget requests. This new requirement signals a shift of emphasis toward the use of Read more about Education Department Demands more Evidence[…]

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Teaching Children Well

Last month, Robert Pianta of the Center for American Progress released a report reflecting on new evidence-based approaches to professional development and training of teachers.  He notes the lack of a “stockpile” of effective teacher preparation and PD approaches to help states and districts meet the needs of their teachers, which has led to districts Read more about Teaching Children Well[…]

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