Federal K-12 Reform
During the recently concluded presidential nominating conventions, President Barack Obama and former Massachusetts Gov. Mitt Romney offered stark choices on K-12 policy while downplaying areas of agreement between their two parties—and the tensions within each party on education issues.
College affordability, global competitiveness, and Republican
threats to education spending were consistent themes for
governors and other high-profile speakers on Tuesday’s first
night of the Democratic National Convention.
“You can’t be pro-business unless you’re pro-education,” declared San Antonio Mayor Julian Castro, who gave the keynote speech, in drawing a sharp and critical contrast between President Barack Obama and GOP presidential nominee Mitt Romney on support for schools.
This series of three special reports examines implementation of the federal School Improvement Grant (SIG) program. The first special report, Schools with Federal Improvement Grants Face Challenges in Replacing Principals and Teachers, looks at how states, districts, and schools are addressing challenges related to SIG staffing requirements.
Lists all of the schools in the program nationally.
Lists of all of the applicants for the program, includes project and scores.
Of the 12 states that won the first round of Race to the Top grants, three were on schedule to implement their plans, six were experiencing delays, and three were significantly behind on their plans.
This report offers a look at the teacher evaluation policies across the country with specific analysis of the development and implementation of performance-based teacher evaluations
EWA 2012 National Reporting Contest winner. Of the many problems turnaround schools face, the intersection of finances and performance goals is often at the heart of what make or break them. Many of these schools face a dilemma: They need students to keep their budgets and staff intact, but find it tough to improve academics with too many low-achievers.
This report examines how have states that received SIG grants administered the grants starting in school year 2010-11, what factors influenced the implementation of SIG interventions in selected schools and how has the U.S. Department of Education provided oversight of SIG implementation and measured performance to date?
Supporting and Scaling Challenge: Lessons from the First Round of the Investing in Innovation (i3) P
This report seeks to assess the initial effect of the first round of the U.S. Department of Education’s Investing in Innovation (i3) initiative on key players in education innovation “ecosystem,” including the private and philanthropic sectors.
This report, which includes case studies of three schools, looks at Michigan’s early implementation of programming made possible through the federal funds.
A shortage of principals could undermine the U.S. Department of Education’s plans for improving the academic performance of some of the nation’s low-performing schools.
In choosing the slate of winners for innovation grants totaling $650 million, the U.S. Department of Education decided to invest heavily in big-name teacher-training and school turnaround organizations while reserving one-fifth of the money for more-experimental programs.
A behind the scenes look at the efforts that led to this federal grants competition, featuring interview with several key players.
An analysis of why Delaware and Tennessee were the first two states to win awards in the federal grant competition.
This article, published as the application deadline for the Race to the Top approached, looks at the different approaches states took toward the federal education grant competition.
The U.S. Department of Education announces plans to demand radical steps—such as firing most of a school’s staff or converting it to a charter school—as the price of admission in directing $3.5 billion in new school improvement aid to the nation’s 5,000 worst-performing schools.
EWA 2010 National Reporting Contest winner. This investigative report examined the reasons Alabama’s 2010 Race to the Top application scored the fewest points of any state. It dispels the rumor that the status of charter schools hurt the state’s bid for federal money: Only 40 points were at stake if the state heralded in more charters, which would have helped the state finish second to last in the RTT competition instead of last.
Researchers, district administrators and federal officials debate whether tying teacher performance pay to their students’ academic achievement can improve schools’ academic success.