Mentors for New Teachers Found to Boost Student Achievement—by a Lot

Posted on July 26, 2017July 21, 2017 by coreeducation

The final results from a U.S. Department of Education Investing in Innovation (i3) analysis has found that the New Teacher Center’s teacher induction model increases student learning by up to five months. These third-party evaluation results show that the NTC induction model yields statistically significant gains in student learning. The teacher induction model increases student Read more about Mentors for New Teachers Found to Boost Student Achievement—by a Lot[…]

Teacher Professional Development Can Improve Student Achievement

Posted on July 10, 2017June 25, 2017 by coreeducation

A study released from the Learning Policy Institute demonstrates how well-designed teacher professional development programs significantly improve student achievement, challenging the logic behind the Administration’s proposal to eliminate funding for those programs. The new report, “Effective Teacher Professional Development,” reviewed 35 scientifically rigorous studies conducted over the past 30 years which showed significant gains in Read more about Teacher Professional Development Can Improve Student Achievement[…]

Innovations in Education

Posted on June 13, 2017June 9, 2017 by coreeducation

Since January, the Walton Family Foundation has been on a video journey – traveling from Washington, D.C., to Oakland to Denver to New Orleans – visiting top innovators in education and producing a video series to share what they have found. “We look to brave leaders, such as the individuals featured in this series, to Read more about Innovations in Education[…]

Racial and Ethnic Disparities in California Schools

Posted on June 7, 2017June 2, 2017 by coreeducation

EdSource’s John Fensterwald recently reported on a new multimeasure school rating system for California and the data it uncovers. The Oakland-based nonprofit GreatSchools analyzed these data and produced Searching for Opportunity, a fresh look at a stubbornly persistent problem: racial and ethnic gaps in student achievement in California schools. Among the findings in Searching for Read more about Racial and Ethnic Disparities in California Schools[…]

Key Takeaways: State Accountability Plans Under ESSA

Posted on May 11, 2017May 5, 2017 by coreeducation

Twelve states and the District of Columbia have submitted plans for implementation of the Every Student Succeeds Act. These states include Connecticut, Delaware, the District of Columbia, Illinois, Louisiana, Maine, Massachusetts, Michigan, Nevada, New Jersey, New Mexico, Tennessee, and Vermont. The U.S. Department of Education has already informed two of the states, Maine and Massachusetts, Read more about Key Takeaways: State Accountability Plans Under ESSA[…]

Learning from Mixed Results: What’s Next for Teacher Professional Development?

Posted on May 9, 2017May 5, 2017 by coreeducation

Research from three studies has found that intensive, content-focused professional development (PD) improved teachers’ knowledge and some aspects of their practice, but did not improve student achievement. The studies are summarized by AIR in its brief, Does Content-Focused Teacher Professional Development Work? The PD examined in the three studies emphasized building teachers’ content knowledge and Read more about Learning from Mixed Results: What’s Next for Teacher Professional Development?[…]

How State Assessments Can Foster 21st Century Learning

Posted on May 5, 2017April 29, 2017 by coreeducation

The Every Student Succeeds Act (ESSA) opens up new possibilities for more meaningful approaches to assessing student learning and teacher and school success. The law broadens the concept of student learning, requiring that assessments measure “higher order thinking skills and understanding,” and explicitly allowing the use of multiple assessments – including “portfolios, projects, or extended-performance Read more about How State Assessments Can Foster 21st Century Learning[…]

Black Students See Big Benefits From a Single Black Teacher

Posted on May 2, 2017April 29, 2017 by coreeducation

Matt Barnum, writing for The 74, reviews new research that shows that years after having even one black teacher in elementary school, black students experience major benefits, from being less likely to drop out of high school to being more likely to aspire to college and take college entrance exams. The recent study comes as Read more about Black Students See Big Benefits From a Single Black Teacher[…]

Study Finds Positive Impacts of Retired Educators to Support New Teachers

Posted on April 5, 2017March 30, 2017 by coreeducation

A new study finds that using retired educators to mentor and support new teachers can be a cost effective strategy to improve math achievement. Regional Educational Laboratory Central worked with Aurora Public Schools in Colorado to conduct a randomized controlled trial study in the 2013-14 and 2014-15 school years during implementation of the district’s innovative Read more about Study Finds Positive Impacts of Retired Educators to Support New Teachers[…]

WWC Review Finds Dual Enrollment Programs Have Positive Impacts on High School Students

Posted on March 16, 2017March 3, 2020 by coreeducation

Research shows that dual enrollment programs have positive effects on high school achievement and completion, as well as college access, enrollment and degree attainment, according to a new What Works Clearinghouse (WWC) intervention report. The Institute of Education Sciences recently released a report that summarizes research reviewed by the WWC on how dual enrollment programs Read more about WWC Review Finds Dual Enrollment Programs Have Positive Impacts on High School Students[…]

College Readiness: Are Different Definitions Driving Inequality?

Posted on February 10, 2017March 3, 2020 by coreeducation

Marc Tucker of Education week comments on college readiness for students across the nations, and the different definitions of being ready for different groups of students. Does this nationwide difference drive inequality? Excerpts of his commentary appear below: The rapidly increasing social class and racial isolation of the last four or five decades has been Read more about College Readiness: Are Different Definitions Driving Inequality?[…]

Five Key Trends in U.S. Student Performance

Posted on February 2, 2017January 27, 2017 by coreeducation

In 15 years of increasing average test scores, black-white and Hispanic-white student achievement gaps continue to close, and Asian students are pulling away from whites in both math and reading achievement. For the improving groups, these long-term trends may be a major educational success story. In stark contrast, Hispanic and Asian students who are English Read more about Five Key Trends in U.S. Student Performance[…]

“It Turns Out Spending More Probably Does Improve Education”

Posted on January 17, 2017January 13, 2017 by coreeducation

If you spend more on education, will students do better? For many years, research on the relationship between spending and student learning has been surprisingly inconclusive. Many other factors, including student poverty, parental education and the way schools are organized, contribute to educational results. Teasing out the specific effect of money spent is methodologically difficult. Read more about “It Turns Out Spending More Probably Does Improve Education”[…]

Nation’s Schools Get Middling Grade on Quality Counts Report Card

Posted on January 12, 2017January 8, 2017 by coreeducation

As a new political and policy era dawns in Washington, the status of the nation’s schools remains stable, though still earning a grade of C from Quality Counts 2017, the 21st annual report card issued by the Education Week Research Center. The C corresponds to a score of 74.2, which is nearly identical to the Read more about Nation’s Schools Get Middling Grade on Quality Counts Report Card[…]

21st Century Learning Exemplar Programs

Posted on December 21, 2016March 3, 2020 by coreeducation

The 21st Century Learning Exemplar Program highlights best practices in schools and districts across the country that are preparing students for college, career and life by embedding critical 21st century competencies into the learning environment. Currently there are 75 exemplars across the country. P21 will accept applications to be part of the 2017-2018 21st Century Read more about 21st Century Learning Exemplar Programs[…]