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This activity guide provides scenarios, questions for further discussion, and sample activities for each of the American Association of School Librarians (AASL) Standards Frameworks--Learner, School Librarian, and School Library--across the four Domains--Think, Create, Share, and Grow. These engaging activities will support school librarians in their application of the AASL Standards to teach information literacy skills and to embed the inquiry process across all that they do. This collection of resources and activities is not meant to represent all inquiry methods and approaches. It is hoped that the guide will encourage discussions around the importance of these topics and ways to implement best practices.

The purpose of this resource is to help math teachers unpack, understand, and implement the current math content and practice standards. This resource describes the progressions of learning within each course and provides content support, which includes broad ideas about effective instruction as well as practical instructional strategies. Math teachers, coaches, and leaders are encouraged to use these materials collaboratively to support ongoing instruction and the growth of individual teaching practice. The content is organized by the following domains in Geometry, including: (1) Standards for Mathematical Practice; (2) Geometry: Logic and Proofs; (3) Geometry: Points, Lines, and Angles; (4) Geometry: Transformations; (5) Geometry: Triangles; (6) Geometry: Quadrilaterals and Other Polygons; (7) Geometry: Circles; and (8) Geometry: Three-Dimensional Figures.

Sustainability is the theme of this guide: how to ensure that what starts as an initiative to build an effective principal pipeline becomes a system with the staying power to function well and produce benefits for years to come. Sustaining a pipeline requires attending to the following six elements--as defined by the authors based on research and practitioners' ideas--and this guide offers a framework for addressing them through self-study and planning: (1) Financial planning; (2) Partnerships; (3) Stakeholder involvement; (4) District policies and procedures; (5) Continuous improvement and evaluation; and (6) Communications. The guide describes each element and suggests discussion questions and local evidence for district teams to consider in assessing how well their district is currently addressing the element. A template at the end of the guide allows districts to identify sustainability elements they want to strengthen and to make a plan for the sustainability work they want to prioritize. The guide also includes a financial planning template that districts can use to account for the "soft" and "hard" funding sources available to support both the one-time and ongoing costs of the pipeline. That template also guides districts in assessing their pipeline's vulnerability to financial trouble based on the district's financial plan.

Measurement systems give colleges a structure for collecting, sharing, and acting on data. The guidebook and tools presented here help faculty, staff, college leadership, and policymakers understand and use measurement systems--and specifically use data to improve completion rates, close institutional performance gaps, and facilitate economic mobility for historically excluded students. This report lists four cornerstones to strong measurement systems: (1) measure what matters; (2) source the data your college needs; (3) use the national student clearing house PDP; and (4) have regular conversations about data.

This guide includes 8 elementary school level lessons, inspired by topics from "Ocean Odyssey," a film for IMAX and other Giant Screen theaters. Host-narrated by oceanographer Sylvia Earle, "Ocean Odyssey" is an immersive film following a mother and calf humpback whale on their migration from the tropics to Antarctica. Connecting it all is the understanding that the ocean and life on land are intricately interconnected. The challenges facing the ocean and its inhabitants cross geographic and ethnic boundaries. Understanding the ocean and its ecosystems is essential to comprehending and protecting this planet on which we live. This is among NOAA's most important missions, to better understand and protect the ocean and coasts, their ecosystems, and the communities that rely on them. All of the lessons in this guide have been aligned to major national education standards. These lessons progress for use from younger to older grade bands, but they all contain aspects and resources which may be adapted for all grade bands.

Charter school authorizing is a powerful strategy for making excellent public schools and educational opportunities available to all students and communities, especially those who are historically under-resourced. Done well, authorizing increases student achievement by expanding the supply of quality public schools. Because authorizing is a continually developing profession, these professional standards must likewise evolve in response to the growth and complexity of the ever-growing charter school sector. "Principles & Standards for Quality Charter School Authorizing" derives from the National Association of Charter School Authorizers' (NACSA's) vast experience, research, and work with authorizers across the nation. Accordingly, NACSA revisits and updates them regularly to address current challenges and reflect the latest lessons drawn from practice, research, and analysis. These "Principles & Standards" begin with three clearly stated Core Principles, followed by more detailed Standards and accompanying practical guidance that authorizers often seek. The Core Principles are broad, bedrock values that authorizers should uphold consistently throughout their pursuit and implementation of the Standards. The Standards are presented in five sections, each of which is introduced by a brief statement that summarizes the scope of the Standards that follow. Most of the Standards are "essential standards," meaning that authorizers at every stage of development should place priority on following them. [For the previous edition (2018), see ED595188.]

Education decisionmakers need access to the best evidence about the effectiveness of education interventions, including practices, products, programs, and policies. It can be difficult, time consuming, and costly to access and draw conclusions from relevant studies about the effectiveness of interventions. The What Works Clearinghouse (WWC) addresses the need for credible, succinct information by identifying existing research in education, assessing the quality of this research, and summarizing and disseminating the evidence from studies that meet WWC standards. This "WWC Procedures and Standards Handbook, Version 5.0," provides a detailed description of how the WWC reviews studies that meet eligibility requirements for a WWC review. Version 5.0 of the "Handbook" replaces the two documents used since October 2020, the "What Works Clearinghouse Procedures Handbook, Version 4.1" (ED602035) and the "What Works Clearinghouse Standards Handbook, Version 4.1" (ED602036). "WWC Procedures and Standards Handbook, Version 5.0" is organized such that most frequently used information appears in earlier chapters. The need for technical knowledge of research design increases in subsequent chapters. Chapter I provides a general overview of WWC procedures and standards. The overview is intended for readers who need a working knowledge of how the WWC reviews studies but who will not conduct study reviews or design studies intended to meet WWC standards. Chapter II describes procedures for screening studies for eligibility. Chapter III describes procedures and standards for reviewing findings from randomized controlled trials and quasi-experimental designs. Chapter IV describes procedures and standards for reviewing findings from studies that use a regression discontinuity design. Chapter V focuses on reviewing findings from group design studies that use advanced methodological procedures, such as randomized controlled trials that estimate complier average causal effects, and analyses that impute missing data. Chapter VI describes procedures and standards for reviewing findings from single-case design studies. Finally, Chapter VII describes procedures for synthesizing and characterizing findings from reviews of individual studies and in intervention reports and practice guides. The "Handbook" concludes with technical appendices. These appendices provide details on the procedures underlying the review process; for example, the calculation and estimation of effect sizes and other computations used in WWC reviews. In addition, the technical appendices include information on procedures underlying the development of WWC products, such as how the WWC identifies studies to include in intervention reports and practice guides.

This document is a guide through the process of setting up and running a book study about diversity, equity, inclusion, and belongingness, to better create an inclusive and equitable environment where everyone feels they belong. Books on these topics provide tools and context to navigate race, age, physical ability, religion, and sexual orientation. In this context, the topics relate to the workplace and education. The books that are read should teach respect, compassion, and dignity for others. Many books are available in multiple formats, including traditional hard- or paperback books, e-books (e.g., Kindle), and audiobooks. [The Office of Teaching and Learning's Diversity, Equity, Inclusion, and Belonging (DEIB) Team at the Kentucky Department of Education prepared this guide with assistance from the Region 5 Comprehensive Center.]

Whole-school or whole-class programs designed to promote positive behavior can enhance the likelihood that effective teaching and learning occur for all students. This practice guide is intended to help elementary education educators, as well as school and district administrators and parents, implement and support effective prevention-focused strategies that promote positive student behavior and related outcomes. In considering the growing body of research on prevention-focused frameworks to improve students' academic and behavior outcomes, this practice guide focuses on whole-school or whole-class practices to support positive behavior by elementary school students, including students identified as having disabilities or who are at risk of identification for special education services. This protocol guides the systematic review of research that informs recommendations for the guide, "Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents" (ED617775). [For "Promoting Social and Behavioral Success for Learning in Elementary Schools: Introduction to Recommendations," see ED617820.]

The "Developmental Screening Guidebook" is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in providing support and services to young children during this critical developmental period. The resources within this guide are intended to help program staff deepen their understanding of how children develop, regardless of their individual needs, and establish a comprehensive early identification system. A four-step framework for developing an early identification system so that children are receiving the necessary support is included. [For the 2020 edition of this Guidebook, see ED611895.]

Although bullying behaviors can occur in many different contexts, classroom teachers must be equipped with the knowledge and skills to address these behaviors in a classroom setting. Every classroom can benefit from routines and structures that allow students to feel safe, valued, and able to participate fully. However, the types of routines and structures that teachers adopt often shift depending on the developmental needs of their students. Provided in this toolkit is a set of classroom-level strategies from which educators might draw to build a positive classroom climate. These strategies work best when integrated into an explicit, multi-tiered effort to improve school culture and climate, such that teachers are not doing this work in isolation of administrators, colleagues, families or other community members.

Principal effectiveness matters for student outcomes, and strong principal pipelines matter for principal effectiveness. School districts looking to invest in such principal pipelines can use this guide to find the most promising federal funding sources to support their work. Research shows benefits for students and schools from what have come to be described as "comprehensive, aligned principal pipelines"--?????????????a set of coordinated procedures and policies designed to cultivate and support effective school leaders across the range of talent management activities under a district's purview. The guide identifies seven categories of procedures and policies: (1) Leader Standards; (2) High-Quality Pre-Service Principal Preparation; (3) Selective Hiring and Placement; (4) Evaluation and Support; (5) Principal Supervisor; (6) Leader Tracking System; and (7) Systems and Sustainability. For each category, the guide specifies related district activities, along with indicators of progress and the federal funding sources that may be most promising for each one.

An effective teacher workforce is a diverse teacher workforce. As of 2017, only 5% of Ohio's teachers identify as teachers of color. As more teachers from diverse backgrounds enter the teaching profession in Ohio, they will encounter mentors who do not look like them and may not understand some of their struggles. The purpose of this guide is to support experienced instructors who mentor new teachers from diverse backgrounds in conducting authentic conversations about the intersections of personal and professional identities. The guide is meant to provide structure for conversations with school and district education staff. The guide is divided into three sections: (1) Why Mentoring for Diversity Matters; (2) Practical Strategies in Mentoring for Diversity; and (3) Lessons Learned from the Field.

Jobs and the labor market have changed dramatically. The COVID-19 pandemic put millions of people, across all industries, out of work and disproportionately impacted workers of color, women, and workers without a college degree. This toolkit provides a map for how states that are looking to improve credential quality and transparency can use the quality non-degree credential framework outlined by National Skills Coalition and the linked open data network, common description language, and publishing platform created by Credential Engine. By combining both efforts -- quality and transparency -- states can guarantee that students, workers, and adults in career transition receive a consistent signal about which high-quality skills training programs will lead to employment, so that they can meet their education and earnings goals. This toolkit provides stakeholders with: (1) A brief discussion of each criterion required to define quality non-degree credentials; (2) Key questions to move each criterion from definition into action; (3) A description of how each criterion can be described using the Credential Transparency Description Language (CTDL); (4) A list of additional resources that can be used to support the understanding of each quality criterion; and (5) Examples of policy recommendations that can support quality credential and transparency efforts, and opportunities to leverage existing policies to advance these efforts. This toolkit provides comprehensive information for states, and other stakeholders, who are interested in learning about credential quality and transparency. For stakeholders who already have familiarity with either credential quality or transparency efforts, this toolkit demonstrates the combined power of both efforts. [This toolkit was produced in partnership with Credential Engine.]

The work of the National Forum on Education Statistics (Forum) is a key aspect of the National Cooperative Education Statistics System (Cooperative System). The Cooperative System was established to produce and maintain, with the cooperation of the states, comparable and uniform education information and data that are useful for policymaking at the federal, state, and local levels. The purpose of this resource is to: (1) help education agencies effectively collect, manage, utilize, and dispose of staff data; (2) protect the privacy of these data; and (3) ensure that requests for data access and data releases are managed appropriately. It introduces key concepts and discusses best practices drawn from the experiences of state education agencies (SEAs) and local education agencies (LEAs). Importantly, laws about maintenance and release of public records vary among states, and this resource does not provide legal guidelines. In 2000, the Forum addressed the need among schools, LEAs, and SEAs for information about managing requests for information contained in staff records with the publication of "Privacy Issues in Education Staff Records: Guidelines for Education Agencies" (ED437725). This new publication updates and expands information originally published in the 2000 document. It includes updated best practices for collecting, maintaining, and managing access to staff records, as well as case studies from SEAs and LEAs. This resource is intended primarily for staff in education agencies who are responsible for employee data. It also may be of use to other stakeholders, such as researchers, staff members who approve research proposals, vendors who work with staff data, and staff members who have an interest in knowing how their data are managed. This resource includes the following chapters and appendices: (1) Overview of Staff Records defines staff records, describes types of staff records and the levels of data contained in them, and marks the distinction between official and secondary records; (2) Staff Records Collection and Management discusses the ways in which staff and student data intersect, as well as best practices related to data governance, data quality, data standards, and disposal of staff records; (3) Access to and Release of Staff Records provides information about managing access to staff records within the agency, as well as evaluating and responding to external requests for staff records, including public records and FOIA requests; and (4) Case Studies provides real-world information on practices used for effective staff records management in SEAs and LEAs. The appendices provide information about relevant laws and examples of an LEA's acceptable use forms.

The purpose of these guidelines is to support the execution of cost analysis and cost-effectiveness analysis of educational programs. The steps involved in conducting a cost analysis are presented in four stages with explicit examples used throughout: designing your cost analysis, collecting cost data using the ingredients method, analyzing cost data, and reporting your cost analysis. The guidelines include numerous references and links to additional tools, resources, and sources of data to facilitate economic evaluations in education. The guidelines are designed to assist researchers in complying with the Institute of Education Sciences' SEER requirement to analyze the costs of educational interventions or, where relevant, costs compared to a control or comparison condition. They also support researchers in executing cost analyses that comport with the Standards for Economic Evaluation of Educational and Social Programs which recommend a standardized approach to facilitate accurate and comparable cost estimates of educational programs, practices, and policies, including the provision of a reference case analysis.

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas. The Kansans CAN Vision - "Kansas leads the world in the success of each student" - became the branded theme for Kansas education. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. School readiness occurs within a broad context and includes four components: community, educational environment, family and the individual child. These four components function as interdependent systems of support with multidirectional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This "Kansas Prekindergarten Guide" provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [For the previous version (2019), see ED598973. For the "Kansas Full-Day Kindergarten Guide," see ED615226.]

School vouchers are state-funded programs--often called scholarship programs--that allow students to use public monies to attend a private school. The state provides a set amount of money, typically based on the state's per-pupil amount, for private school tuition. There are currently 27 voucher programs in 16 states and the District of Columbia. This document is part of the "50-State Comparison: Private School Choice" that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. This document presents data on all of the data points on voucher programs for all states. [View the full "50-State Comparison: Private School Choice" here: https://www.ecs.org/50-state-comparison-private-school-choice/.]

School vouchers are state-funded programs--often called scholarship programs--that allow students to use public monies to attend a private school. The state provides a set amount of money, typically based on the state's per-pupil amount, for private school tuition. There are currently 27 voucher programs in 16 states and the District of Columbia. This document is part of the "50-State Comparison: Private School Choice" that provides information on state private school choice policies specific to vouchers, education savings accounts, and scholarship tax credits. The document shows the reporting requirements (to the state) for the states with voucher programs. [View the full "50-State Comparison: Private School Choice" here: https://www.ecs.org/50-state-comparison-private-school-choice/.]

Recent research on implementation and effects demonstrates the important difference comprehensive and aligned principal pipelines can make in districts and schools. The implementation studies analyzed in depth how school districts can strategically put in place policies, processes, and infrastructures to strengthen school leadership. Research on achievement effects showed that schools in these districts with newly placed principals outperformed comparison schools to a statistically significant and meaningful extent over three years. This guide is built on the research evidence. Because many districts have already put in place key pipeline elements and want to know where there is room for improvement, this guide was created to help districts reflect on their policies, processes, and infrastructures related to school leadership and begin planning for improvement. It provides a set of evidence-based indicators of pipeline functioning and a framework for applying the indicators through self-study. Districts rate their own status on each indicator as a step in their decision making and planning. This guide is designed to help in improving any school district's principal pipeline, recognizing that structures for advancement and support differ across districts. The guide encourages district decision makers to consider the quality of the design and implementation of their own structural arrangements and how well these work as a system. Districts that have principal pipelines find that alignment across the domains of leadership development lends important coherence to their work and can advance district-wide progress.

The Institute for Citizens & Scholars (C&S) is fundamentally rethinking how young people prepare to be productive lifelong citizens. A critical element of this work is engaging youth at the intersection of community and civic life. C&S' work has proven that significant civic learning takes place in after-school programs, on the sports field, at summer camp, in community service groups, and at home. Between June-October 2020, C&S partnered with, supported, and engaged young people across the country on issues that impacted their lives and their communities, including education policy, public health, social reforms, and the environment. C&S awarded grants to six youth-led and youth-centered organizations through an initiative named the Civic Spring Project. A key finding of the project was the lack of resources for those interested in building and sustaining meaningful youth-led and intergenerational initiatives. To address that knowledge gap, C&S asked the youth grantees from the Kentucky Student Voice Team (KSVT) to produce a lesson- and resource-rich study that can be used by youth and adults in the out-of-school-time (OST) field. The goal of this co-designed report is to provide a toolkit, organizational history and narrative, and a research framework that: (1) Helps OST programs build capacity and support for creating projects of youth, for youth, by youth; (2) Begins to develop common standards of practice and measurement tools for civic learning, particularly for OST programs and youth organizing; and (3) Inspires practitioners, youth leaders and any others interested in using these tools and standards in their own work to establish an analytic program model for youth-led, youth-created, and intergenerational initiatives. [This report was written in partnership with Kentucky Student Voice Team.]

This guidebook is designed as a reference guide on how to best support healthy growth and development of children throughout key developmental intervals and identify children who may benefit from specialized support. Early childhood program staff, service providers, health care systems, families, and communities all play important roles in providing support and services to young children during this critical developmental period. The resources within this guide are intended to help program staff deepen their understanding of how children develop, regardless of their individual needs, and establish a comprehensive early identification system. The following steps that are presented in this guidebook are intended to provide a framework for developing an early identification system so that children are receiving the necessary support to achieve academic success in typical early childhood environments: (1) Understand How Children Develop; (2) Encourage Development Through Daily Routines and Activities; (3) Establish a Developmental Screening, Intervention, and Referral Process; and (4) Support Families in Children's Developmental Progress.

Following a high-quality early care and pre-K experience, the kindergarten-through-third-grade years set the foundation upon which future learning builds; and strengthening this continuum creates opportunities for later success. Key components of a quality experience in K-3 include school readiness and transitions, kindergarten requirements, educator quality, prevention, intervention and assessments, and social and emotional learning and mental health. Education Commission of the States researched the policies and regulations that guide these key components in all 50 states to provide this comprehensive resource and many others. The data in this document show that at least 35 states have statutes or regulations requiring pre-service and in-services training and professional development on social and emotional learning. This may be included in teacher preparation program requirements, endorsement qualifications or teaching standards, as well as annual training requirements to maintain a teaching license or certification. Additionally, several states have adopted the Council of Chief State School Officers Model Core Teaching Standards which include social and emotional concepts.

Recognizing the transformative potential of higher education for people involved in the justice system, the Institute for Higher Education Policy (IHEP) with an advisory council of experienced higher education in prison (HEP) practitioners, data experts, and dedicated advocates, with input from students who are incarcerated, developed guidance to properly identify and benchmark quality higher education in prison (HEP) programs nationwide. This report outlines a comprehensive set of key performance indicators (KPI) that will help HEP programs generate long-needed data to inform program quality, develop robust standards of practice, and ensure quality outcomes for students. The KPI framework outlines metrics in four assessment categories: student success outcomes; academic quality; civic engagement; and soft skills, the non-technical and interpersonal proficiencies identified by employers as essential for success in today's workplace. In addition to listing and defining the indicators in the four assessment categories, the report includes recommendations for practitioners, correctional administrators, and state and federal policymakers.

This report informs The Hon Dan Tehan MP, Minister for Education; the Parliament of Australia; the Australian higher education community; and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending 30 June 2020. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the objectives and actions set out in the "TEQSA Corporate Plan 2019-23" and in TEQSA's "2019-20 Portfolio Budget Statements." This is the ninth annual report of the Tertiary Education Quality and Standards Agency (TEQSA). The 2019-20 operational year presented many changes and challenges. It was the first complete year, following increased budget funding, that: there was a full complement of staff to deliver the work of the agency; there were changes due to the impact of COVID-19 pandemic on the agency's regulatory approach and the work arrangements of staff; the agency was subject to an Australian National Audit Office (ANAO) performance audit; and there were changes in leadership of the agency. This report addresses these topics and more through a review of the year by the accountable authority, agency overview, performance overview, discussion on management and accountability, and a financial report. [For the 2018-2019 report, see ED602732.]

New Meridian Corporation has developed the "Quality Testing Standards and Criteria for Comparability Claims" (QTS). The goal of the QTS is to provide guidance to states that are interested in including content from the New Meridian item bank and intend to make comparability claims with "other assessments" that include New Meridian content. This document is part of a set of supporting materials for the QTS. The purpose of this document is to provide objective and concrete guidelines for experts involved in the QTS comparability review process. The review guidelines focus on the degree to which the participating state's assessment program is comparable to the standard processes for the New Meridian test forms in three main areas: (1) Design: The design of the state's assessments with New Meridian content (e.g., purpose, content representation, item types) and the procedures informing its development are comparable to those of the New Meridian test forms; (2) Administration: The state's assessments with New Meridian content are administered under comparable conditions (with respect to factors such as testing time, directions, accommodations allowed, etc.) to those of the New Meridian test forms; and (3) Scoring: The state's assessments with New Meridian content are scored using procedures comparable to those used to score the New Meridian test forms. [For the other materials in this set, see "Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020" (ED606680); "'Quality Testing Standards' -- A Starter Kit for States. Version 6.17.2020" (ED606681); and "Standard Processes. Version 6.17.2020" (ED606682).]

New Meridian Corporation has developed the "Quality Testing Standards and Criteria for Comparability Claims" (QTS) to provide guidance to states that are interested in including New Meridian content and would like to either keep reporting scores on the New Meridian Scale or use the New Meridian performance levels; that is, the state wishes to make comparability claims related to the New Meridian Scale or performance levels. This document is intended for anyone supporting a state that is considering New Meridian content for its assessment program. It includes a questionnaire for collecting information about the state's goals and priorities and a checklist of potential evidence that the state can provide for the QTS comparability review process. The document is part of a set of materials that together define a system for evaluating the types of comparability claims that can be made by states using New Meridian content. [For the other materials in this set, see "Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020" (ED606680); "New Meridian Comparability Review Guidelines. Version 6.17.2020" (ED606679); and "Standard Processes. Version 6.17.2020" (ED606682).]

New Meridian Corporation has developed the "Quality Testing Standards and Criteria for Comparability Claims" (QTS). The goal of the QTS is to provide guidance to states that are interested in including content from the New Meridian item bank and intend to make comparability claims with "other assessments" that include New Meridian content. Note that "other assessments" could mean New Meridian test forms administered in another state, or it could mean the state's previous assessments that include New Meridian assessment content but administered or scored by a different testing vendor going forward. This document is part of a set of materials that together define a system for evaluating the types of comparability claims that can be made by participating states using New Meridian's content. The purpose of this document is to describe the standard processes for the New Meridian operational test forms. The document provides high-level overviews with links or references to additional documents or supporting materials published by New Meridian. Following the structure of the QTS, the information in this document is organized into three areas of a testing program that are relevant to comparability claims: (1) Design: "What is on the test?"; (2) Administration: "How is the test is given?"; and (3) Scoring: "How is test performance determined?" The intended users of this document include states that may be interested in including New Meridian content on their assessments and would like information about the standard processes for the New Meridian forms. The document is also intended to be a companion document to the "New Meridian Comparability Review Guidelines" (ED606679), which is used by independent expert reviewers to evaluate the evidence submitted by states intending to make comparability claims with their assessment that include New Meridian content. [For the other materials in this set, see "Quality Testing Standards and Criteria for Comparability Claims. Version 6.17.2020" (ED606680); "New Meridian Comparability Review Guidelines. Version 6.17.2020" (ED606679); and "'Quality Testing Standards' -- A Starter Kit for States. Version 6.17.2020" (ED606681).]

New Meridian Corporation has developed the "Quality Testing Standards and Criteria for Comparability Claims" (QTS). The goal of the QTS is to provide guidance to states that are interested in including content from the New Meridian item bank and intend to make comparability claims with "other assessments" that include New Meridian content. Note that "other assessments" could mean New Meridian test forms administered in another state, or it could mean the state's previous assessments that include New Meridian assessment content but administered or scored by a different testing vendor going forward. The criteria described in the QTS serves as the basis for the comparability review process. The QTS includes criteria for evaluating the feasibility of comparability claims in three "areas" of a testing program: (1) Design; (2) Administration; and (3) Scoring. Within each area, there are two main sections. The first section is the "Guidelines for High Quality Tests," which describes the best practices or processes needed to support a high-quality testing program that yields valid and reliable outcomes. It serves as the foundation for the second main section, "Evaluative Criteria for Comparability Claims." This section specifies the expectations for participating states that wish to make comparability claims based on New Meridian assessment content. It includes two subsections: (1) Supporting Evidence; and (2) Criteria for Comparability Evaluation. This document is part of a set of materials that together define a system for evaluating the types of comparability claims that can be made by participating states using New Meridian's content. [For the other materials in this set, see "New Meridian Comparability Review Guidelines. Version 6.17.2020" (ED606679); "'Quality Testing Standards' -- A Starter Kit for States. Version 6.17.2020" (ED606681); and "Standard Processes. Version 6.17.2020" (ED606682).]

Highly effective teachers and school leaders are of utmost importance to improve student achievement and ensure the success of the education system. Unfortunately, students in underserved schools are not provided equitable access to effective teachers and leaders. For this reason, many states and districts have implemented evidence-based talent management strategies at various points across the full educator career continuum to strengthen the quality of the educator workforce. The Center on Great Teachers and Leaders (GTL Center) at the American Institutes for Research (AIR) has developed the "Talent Development Framework," which provides an opportunity and a roadmap for state- and district-level policymakers to systemically address and improve educator quality. Beyond promoting a comprehensive, systemic approach to improving educator quality, the "Talent Development Framework" aids state and district leaders in proactively and purposefully addressing talent challenges per local context. It also helps policymakers make sense of talent challenges across the educator career continuum by illustrating and systematizing the complexity of developing human talent in education.

This is the technical report for "Apprenticeships Evaluation 2018-19 - Learners." It details how the survey of apprentices was sampled, conducted, weighted and analysed, and how this compares to the previous surveys. Four appendices are included in the report. [For the full report, see ED604913.]

The What Works Clearinghouse (WWC) systematic review process is the basis of many of its products, enabling the WWC to use consistent, objective, and transparent standards and procedures in its reviews, while also ensuring comprehensive coverage of the relevant literature. The WWC systematic review process consists of five steps: (1) Developing the review protocol; (2) Identifying relevant literature; (3) Screening studies; (4) Reviewing studies; and (5) Reporting on findings. In addition, the WWC reviews some studies outside of the systematic review process, such as those that receive significant media attention. These reviews are also guided by a review protocol and use the same WWC standards and reporting procedures. This "What Works Clearinghouse Standards Handbook, Version 4.1", provides a detailed description of the standards used by the WWC to review studies (step 4). Steps 1-3 and step 5 are described in a separate "What Works Clearinghouse Procedures Handbook" (ED602035). The substantive differences between this version of the standards (4.1) and the previous version (4.0) include the following: (1) The "pilot" designation for the single-case design (SCD) standards has been removed and additional clarification around standards elements has been added; (2) The language of "substantively important" has been removed; and (3) Small, nonsubstantive changes were made to clarify existing text. The remainder of the document is organized as follows. Chapter I provides a general introduction to the "Standards Handbook." Chapter II provides standards for randomized controlled trials and quasi-experimental designs. This chapter also provides additional standards for randomized controlled trials that present complier average causal effects, with supplemental technical detail in appendix D. Chapter III provides standards for studies that use regression discontinuity designs. Chapter IV illustrates standards for studies that use SCDs. Finally, chapter V provides information on outcome eligibility and confounding factors that applies broadly across designs. As the WWC continues to refine and develop standards, the "Standards Handbook" will be supplemented or revised to reflect these changes. [For version 4.0 of this guide, see ED577036.]

Consensus is growing that high-quality early education is a critical support to all subsequent learning. In early childhood education quality is generally considered holistically in terms of the physical environment, programmatic structure (e.g., length of the school day), curriculum and instruction, and the nature of interactions between teachers and children. All of these aspects of early childhood education have been studied and shown to have an impact on learning outcomes. This toolkit focuses on effective P-3 instructional strategies because research has revealed a disconnect in both educational practices and goals centered around the transition from prekindergarten to kindergarten and early elementary school. Instructional continuity is essential for maintaining an upward learning trajectory through the P-3 years. Instruction is the immediate driver of children's learning and an aspect of early childhood education that teachers are especially well positioned to affect. Teachers, principals, and instructional support staff can use this toolkit to increase the use of effective, equitable P-3 instructional strategies designed to improve learning and close well-documented achievement gaps. The framework of the toolkit is responsive to the diverse cultural, linguistic, socio-economic, and learning needs of children and families across New York State. The recent revision of the New York learning standards and mapping of the relationship between those standards and the P-3 instructional cycle highlighted the need to provide teachers and school leaders with practical tools to recognize and implement effective instructional strategies aligned with the standards. One appendix is included in the toolkit.

Students are juggling multiple, competing priorities such as work pressures, parenting, debt, and degree affordability, as they seek the best educational decisions for their economic mobility and life goals. Driving questions of quality has been the recent effort of states to set and increase postsecondary attainment rates. These rates typically include all types of degrees (associates or higher) and some types of non-degree credentials which can include certificates, apprenticeship certificates, industry certifications and licenses. Currently, no state has comprehensive data about all types of nondegree credentials and only 36 states report having most of the data on "for-credit" certificates for two-year universities in their states. This lack of data has forced states to focus on "quality" or to identify credentials that have an inherent value for the states. Defining what "quality" means in terms of credentials has not come with a uniform approach. More generally states examining quality or high quality credentials report that they are: (1) Utilizing labor market information to better understand in-demand industries and occupations; (2) Engaging employers to learn more about what they look for when hiring; and (3) Examining employment and wage outcomes of credential completers. More typically stakeholders default to industry recognized credentials or those that are recognized by multiple employers across an industry. According to the Association for Career and Technical Education, high-quality, industry-recognized credentials mean that a credential: (1) Is sought or accepted by employers within the industry or sector involved as a recognized, preferred, or required credential for recruitment, screening, hiring, retention, or advancement purposes; and (2) Where appropriate is endorsed by a nationally recognized trade association or organization representing a significant part of the industry or sector. To further guide stakeholders on high-quality credentials the American Council on Education has developed six dimensions of quality for credentials. They include transparency, modularity, portability, relevance, validity, and equity. Each dimension is meant to focus questions on the value that a specific credential brings to the field. Examples of questions associated with each dimension are provided. Additional resources to assist funders in deciding how they may might incorporate credentials into their postsecondary completion strategies are also included. [This Primer was also produced with funding by Sooch Foundation and Trellis Foundation.]

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas--the Kansans CAN vision. "Kansas leads the world in the success of each student" became the branded theme for Kansas education. The Kansans CAN vision for education calls for a more child-focused system providing support and resources for individual success. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. The goal of the Kindergarten Readiness outcome is that "each student enters kindergarten at ages five socially, emotionally and academically prepared for success." School readiness occurs within a broad context and includes four components: (1) community; (2) educational environment; (3) family; and (4) the individual child. These four components function as interdependent systems of support with multi-directional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This Kansas Prekindergarten Guide provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together prekindergarten. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [This report was prepared by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. For the "Kansas Full-Day Kindergarten Guide," see ED598986.]

The experiences of children's play have a profound impact on all areas of their growth and development. Memories of play can be vivid and detailed. These memories often have a treasured place in our hearts and minds. Educators and parents have a special opportunity to ask themselves, "What kind of memories of play do I hope for the children in my program/school/family to have?" "Play Today" is meant to serve as a guide for offering high quality, play-based learning experiences in the early years, primary grades, and even into the middle years of childhood. It is a foundational document that supports educators, parents, and families in British Columbia (B.C.) and provides examples of how a diverse range of play experiences can be supported and integrated into programs for young children. It illustrates how a continuum of play-based learning experiences may be used in early learning environments. The authors have developed and adapted examples of play experiences that illustrate this continuum. This handbook recommends a play-based approach in the early years, with examples of how play experiences may be used to guide and shape children's learning. It provides information and support for the integration of learning through play into various program settings and it is a guide written to support educators and others involved in guiding, supporting, or monitoring children's play. This handbook is a supporting document to the British Columbia Early Learning Framework. [For the 2019 "British Columbia Early Learning Framework," see ED605504.]

When the Model Work Standards were first crafted more than two decades ago, they were built on the premise that quality child care jobs are the cornerstone of high-quality services for children and families. The intent of these standards is to make it possible for those who choose teaching young children as a career to reasonably and responsibly support themselves and their families without having to hold second jobs, be dependent on another wage earner, or rely on other income supports. It is also the intent that early educators feel pride in their career choice, rather than the need to defend it to others or question it themselves. In short, these standards are about rights, raises, and respect for the early care and education workforce. The following standards cover nine topic areas. Taken as a whole, they describe a high-quality work environment for early educators in center-based child care programs. The nine areas include: (1) Wages; (2) Benefits; (3) Employment Policies and Practices; (4) Payment for Professional Responsibilities; (5) Professional Development; (6) Staffing and Teaching Supports; (7) Communication and Team Building; (8) Decision Making and Problem Solving; and (9) Health, Safety, and Physical Setting. [This report is co-released by the Center for the Study of Child Care Employment and the American Federation of Teachers Educational Foundation.]

An effective higher education admissions system is key to ensuring the stability of the education sector and commanding public confidence in the ability of universities and colleges to deliver the best outcomes for students. Universities and colleges are autonomous in their admissions processes, but these processes are delivered in line with shared principles that: (1) protect applicants; (2) support fairness and transparency; (3) ensure the stability of the higher education sector; and (4) maintain high academic standards. This code of practice is intended to guide higher education admissions practices to ensure that they are fair, transparent, and deliver admissions in the interest of applicants. Universities and colleges should also consider how the principles can be applied to the admission of other students, including postgraduate applicants and applicants from outside of the United Kingdom (UK), even though their admissions processes for these students may be different.

The 19th edition of "The State of Preschool," the National Institute for Early Education Research's (NIEER) report on the annual survey of state preschool policies, includes information for every state on child enrollment, funding, staffing, and quality standards. The pandemic has highlighted and intensified longstanding problems in early childhood education (ECE). The pandemic wiped out a decade of progress increasing enrollment in state-funded preschool programs. Large enrollment losses also afflicted preschool special education and Head Start (down by one-third). Yet, even after the nation recovers from the pandemic, most children will lack access to publicly-funded preschool programs, and access to adequately funded programs that meet basic quality standards will remain even less common. Without major changes in public policies, there is no prospect for access to high-quality preschool to meaningfully improve in most of the nation any time soon. This report covers the 2020-2021 school year, the first school year to be fully impacted by the COVID-19 pandemic. Nationwide enrollment in state-funded pre-K declined by more than a quarter-million children from the prior year. All but six states with state-funded preschool programs experienced enrollment declines, and in some states, enrollment decreased by more than five percentage points. Not surprisingly, state spending on pre-K also fell, but not as much as enrollment because some states protected total funding despite pandemic-induced enrollment declines. However, many states used federal COVID-19 relief funding to offset decreases in state funding, and in some cases, even used these federal funds to increase spending compared to the prior year. Nevertheless, state funding declined nationwide with reductions in 26 states -- some massive. Were it not for the use of federal COVID-19 relief funds and the willingness of some states to sustain preschool spending despite the enrollment declines, the pandemic's impact on funding would have been much worse. [For "The State of Preschool 2020: State Preschool Yearbook," see ED613134.]

The publication is advice designed to help employers in all schools with staffing and employment issues, and to inform their decision making. It advises on matters contained within the School Staffing (England) Regulations 2009 for maintained schools and for independent schools, which include academies and free schools, the Education (Independent School Standards) Regulations 2014 and on wider staffing and employment issues. It draws attention to relevant legislation and sources of up-to-date guidance and advice that employers need to consider, some of which may be statutory guidance.

The "Principles & Standards for Quality Charter School Authorizing," first established in 2004, reflect the lessons learned by experienced authorizers. This foundational resource for National Association of Charter School Authorizers (NACSA) has been used to guide authorizing practices across the country and is referenced in state statutes. It focuses on the ends that authorizers should aim to attain in creating and upholding high expectations for the schools they charter while recognizing there are many means of getting there. The Principles articulate a set of beliefs about quality charter school authorizing. The Standards identify core authorizer responsibilities and describe how the principles are upheld within each responsibility. Consult this resource often as a guide to understanding and fulfilling the critical responsibilities of charter school authorizers. [For the previous edition, see ED580966.]

Data is a crucial component in educational success. It gives educators the power to address student needs, study what strategies work, and make necessary changes so that every student has the greatest opportunity. Today, educators, parents, and students have access to more data than ever before and have access to more technology tools to facilitate the use of data. Accordingly, stakeholders have increased concerns for student privacy that have resulted in new laws and policies to ensure student data is protected. To continue using data to reach educational success, increased privacy, safeguards, and transparency are necessary. A system of data governance accomplishes this by designating rules, procedures, and groups responsible for decision-making regarding data collection, use, and access. "Louisiana's Data Governance and Privacy Guidebook" provides a framework for establishing data governance at the local educational agencies (LEA) and school level. It attempts to offer best practices, action steps, and responsibilities regarding data governance and student privacy.

The "Forum Guide to Facility Information Management: A Resource for State and Local Education Agencies" helps state and local education agencies plan, design, build, use, and improve their facility information systems. It includes a review of why school facilities data matter and recommends a five-step process that an education agency can undertake to develop a robust facility information system around goals, objectives, and indicators. The document also includes selected measures of school facilities quality and offers a logical approach to organizing facility and site data elements associated with facility identification, condition, design, utilization, management, and budget and finance. [This guide builds upon the 2012 publication "Forum Guide to Facilities Information Management: A Resource for State and Local Education Agencies. NFES 2012-808" (ED533866).]

The manual is presented in the form of a policy grid. The grid includes a consolidated list of General Educational Development (GED) Testing Service policies regarding the GED® test and overall GED® program. The grid combines all of the policies into one unified table and supersedes any prior policy manual.

This annual publication of "The ABCs of School Choice" is a comprehensive, data-rich guide to every private school choice program in America. This publication outlines how each program works, whom it serves, and offers feedback on how it could be changed to help even more families in a particular state. Programs are grouped alphabetically by state and by program type: education savings accounts (ESAs), vouchers, tax-credit scholarships, and individual tax credits and deductions. Following a preface by Robert C. Enlow, the President and CEO of EdChoice, contents of this report include: (1) Types of Private School Choice; (2) Other Types of School Choice; (3) School Choice Illustrated; (4) State Index; (5) Education Savings Account Programs; (6) School Voucher Programs; (7) Tax-Credit Scholarship Programs; (8) Individual Tax Credit and Deduction Programs; (9) Rules and Regulations; (10) Legal History; (11) Data Sources for Program Profiles; and (12) Methodology and Data Sources for Eligibility.

An Aboriginal Service Plan (ASP) is a three-year rolling strategic plan for enhancing the post-secondary educational experiences and outcomes of Aboriginal learners. The goals are to: (1) Increase access, retention, completion and transition opportunities for Aboriginal learners; (2) Strengthen partnerships and collaboration in Aboriginal post-secondary education; and (3) Increase the receptivity and relevance of post-secondary institutions and programs for Aboriginal learners, including providing support for initiatives that address systemic barriers. Aboriginal Service Plans are developed and implemented collaboratively by public post-secondary institutions and Aboriginal communities, including Aboriginal-controlled organizations and post-secondary institutes. The Aboriginal Service Plan initiative provides additional funding to post-secondary institutions to implement innovative new programs, activities and services for Aboriginal learners in addition to investments the institution is already making in programs, activities and services for Aboriginal learners. It is intended that institutions move successful Aboriginal Service Plan programs, activities and services into the institution's base budget over time. Aboriginal Service Plans, Financial Reports, and Final Reports are intended to integrate with existing planning processes. Aboriginal Service Plans are updated on an annual basis. These guidelines are intended to provide public post-secondary institutions, Aboriginal communities, Aboriginal organizations and Aboriginal post-secondary institutes, and Ministry staff with common standards, definitions, and format requirements for the 2017/18-2019/20 Aboriginal Service Plans, 2017/18 Interim Financial Report and 2018/18 Final Report.

The What Works Clearinghouse (WWC) systematic review process is the basis of many of its products, enabling the WWC to use consistent, objective, and transparent standards and procedures in its reviews, while also ensuring comprehensive coverage of the relevant literature. The WWC systematic review process consists of five steps: (1) Developing the review protocol; (2) Identifying relevant literature; (3) Screening studies; (4) Reviewing studies; and (5) Reporting on findings. This "What Works Clearinghouse Standards Handbook (Version 4.0)" provides a detailed description of the standards used by the What Works Clearinghouse (WWC) to review studies (Step 4 above). Steps 1-3 and Step 5 are described in a separate "What Works Clearinghouse Procedures Handbook" (ED577035). Taken together, these two documents replace the single document used since March 2014, the "What Works Clearinghouse Procedures and Standards Handbook (Version 3.0)." Figure I.1 shows how the steps of the WWC systematic review process are divided between the two Handbooks. This "Standards Handbook" provides a detailed description of the standards used by the WWC when reviewing studies that have met eligibility screens, including using one of the following eligible designs: randomized controlled trial, quasi-experimental design, regression discontinuity design, and single-case design. Studies that use other designs are not reviewed by the WWC. The WWC refers to randomized controlled trials and quasi-experimental designs collectively as group design studies. Studies reviewed against WWC standards receive one of the following three study ratings indicating the credibility of evidence from the study: "Meets WWC Design Standards Without Reservations, Meets WWC Design Standards With Reservations", or "Does Not Meet WWC Design Standards." The substantive differences between this version of the standards (4.0) and the previous version (3.0) include the following: (1) The regression discontinuity design standards have been revised; (2) The standards for cluster-level assignment studies have been revised; (3) The standards for studies with missing data have been revised; (4) The "Standards Handbook" includes standards for randomized controlled trials that present complier average causal effects; (5) Additional methods of statistical adjustment can be used to satisfy the baseline equivalence requirement; and (6) The handbook includes additional clarification of existing standards. The remainder of the document is organized as follows. Chapter II provides standards for randomized controlled trials and quasi-experimental designs. This chapter also provides additional standards for randomized controlled trials that present complier average causal effects (with supplemental technical detail in Appendix D). Chapter III provides standards for studies that use regression discontinuity designs. Chapter IV provides information on outcome eligibility and confounding factors that applies broadly across designs. As the WWC uses and applies the standards in this "Standards Handbook", reviewers may occasionally need additional guidance. If necessary, the WWC will produce guidance documents for reviewers that provide clarification and interpretation of standards and support consistency across reviews. This WWC reviewer guidance will clarify how these standards should be implemented in situations where the current "Standards Handbook" is not sufficiently specific to ensure consistent reviews. As the WWC continues to refine and develop standards, the "Standards Handbook" will be revised to reflect these changes. [To view the previous version of this report, see ED544775.]

When seeking entry to a profession or employment in Ontario, Canada, internationally trained professionals may face multiple challenges. One of the most serious challenges to labour market success, as identified by immigrants themselves, is a lack of recognition of the academic credentials earned outside of Canada. International credential recognition is a very complex process that depends on many factors, often combining credential evaluation with other processes such as language, competency and skills assessments. The purpose of this guide is to create a Best Documentation Practice Model to help those evaluating credentials ensure that their organizations or institutions documentation practices are transparent, objective, fair and consistent. The strategies and processes described in the guide apply to documents being received from any source; however the particular focus is on international credentials, for example credentials issued by non-Canadian institutions. The Best Documentation Practices Guide will: (1) Describe how to obtain authentic documents; (2) Suggest documentation requirements criteria; (3) Provide definitions to the terms used in documentation practices; and (4) Suggest alternatives to situations where required documents are not available. [The Best Documentation Practices Guide was originally prepared in April 2010 by the Documentation Standards Project Working Group with funding from the Ontario Ministry of Citizenship and Immigration.]

Every student deserves an education that prepares him or her for lifelong learning, success in the world of work, and participation in representative government. Unfortunately, far too many students are not receiving the high-quality educational experiences needed to help them reach these goals. Meaningful progress toward equity in education does not necessarily mean equal resources for all. Educational equity means that every student has access to the resources and educational rigor they need at the right moment in their education, despite race, gender, ethnicity, language, disability, family background, or family income. State education chiefs are uniquely positioned to lead their state toward achieving educational equity. To do this, state chiefs must engage with diverse audiences across their state--families and communities, educators, policy makers, private-sector leaders, and faith communities--to forge a new commitment to educational equity. The following ten commitments are actions state chiefs and their state education agencies (SEAs) can take to improve educational equity: (1) Prioritize Equity: Set and Communicate an Equity Vision and Measurable Targets; (2) Start from Within: Focus on the State Education Agency; (3) Measure What Matters: Create Accountability for Equity; (4) Go Local: Engage Local Education Agencies (LEAs) and Provide Tailored and Differentiated Support; (5) Follow the Money: Allocate Resources to Achieve Fiscal Equity; (6) Start Early: Invest in the Youngest Learners; (7) Engage More Deeply: Monitor Equitable Implementation of Standards and Assessments; (8) Value People: Focus on Teachers and Leaders; (9) Improve Conditions for Learning: Focus on School Culture, Climate, and Social-emotional Development; and (10) Empower Student Options: Ensure Families Have Access to High-quality Educational Options That Align to Community Needs. Within each of the broad categories are specific actions chiefs can take to advance equitable outcomes, guide conversations, and think more holistically to improve equity at scale in their states.

Developing and articulating clear goals for student social and emotional learning (SEL) involves a number of important steps. This document focuses specifically on the articulation of learning goals (sometimes called "competencies" or "standards" in state and district policy) and suggests a process for those state teams that may be working on this as part of their broader plan to develop policies or guidelines that support development of student social and emotional competencies. This tool should be used in combination with "The Collaborating States Initiative Recommended Process for Developing State Policies and Guidelines to Support Social and Emotional Learning," (ED581611) as well as "Key Features of High-Quality Policies and Guidelines to Support Social and Emotional Learning" (ED581623).