Search

The growth of homeschooling from a somewhat fringe movement during the 1970s and 1980s to a more widespread and socially accepted approach in recent decades has provided a strong foundation of flexible learning models. When Florida's school choice expansion, House Bill 1, was introduced in January 2023, one of its goals was to allow more homeschoolers to participate in the education savings account (ESA) program. But many homeschoolers and homeschool advocacy groups balked at the proposal. Having worked hard to achieve independence, they were loath to be linked to government funding. Even if the program were optional, they feared that associated regulations would eventually extend to traditional homeschoolers. In the end, the bill passed with new language that satisfied traditional homeschoolers by creating a new option for parents to educate their children at home. As states continue to enact and expand education savings accounts, Colleen Hroncich argues that it is crucial that policymakers craft bills in a way that maximizes freedom and minimizes roadblocks.

This briefing paper explores Infant and Early Childhood Mental Health (IECMH) policies and practices that state early intervention (Part C) programs may consider implementing to meet the social-emotional and mental health needs of infants and toddlers in the context of relationships with their parents and other caregivers.

Advanced information, communication, computation and collaboration technologies, known as "cyberinfrastructure," have become essential elements for research, education, and innovation in the 21st century. A major challenge confronting the United States today is how to ensure that all colleges and universities, including those that have not traditionally benefited from leading-edge research infrastructure, can participate seamlessly in national and multinational cyberinfrastructure-enabled efforts. The minority-serving-institution community has unique expertise, knowledge, and resources to share. Western leaders from the fields of science, education and cyberinfrastructure recognize an urgent need for action. Participants in the 2006 "Lariat Summit on Minority Institutions and Cyberinfrastructure in the West" gathered in Bozeman, Montana to develop strategies and recommendations for connecting minority-serving institutions in the West to national advanced cyberinfrastructure. This document is a first step towards developing both the will and the resources to ensure that minority-serving institutions are among the "connected" institutions in the Western states of Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, and Washington. (Contains 2 figures and 11 endnotes.) [Financial support for this white paper was provided by the University of Washington, Internet2, and the Pacific Northwest Gigapop.]

A number of English language proficiency exams target grades K-12 English language learners (ELLs) because of the rising need to identify their needs and provide appropriate support in language learning. A good example is the WIDA ACCESS for ELLs (hereafter ACCESS), designed to measure the English language proficiency of students identified as ELLs. Every year approximately two million K-12 ELLs in the WIDA Consortium take ACCESS. After students complete the exam, score reports are provided to relevant stakeholders, including teachers and parents of the students. Because score reports are widely used by stakeholders for many purposes (e.g., placement, reclassification of ELLs), it is necessary to understand how they are interpreted and used in educational and home settings. Such information could be used to understand the usefulness of score reports and also to enhance their quality. However, there is little research on stakeholders' interpretation and use of score reports, especially in the context of K-12 ELL exams in the Unites States. Existing research is limited to teachers' interpretation of score reports (Impara, Divine, Bruce, Liverman, & Gay, 1991; Luecht, 2003; Underwood, Zapata-Rivera, & VanWinkle, 2007). For example, Impara et al. (1991) investigated the extent to which teachers were able to interpret student-level results on a standardized state assessment and the extent to which interpretive information provided on the reverse side of the student score report improved teacher understanding. Findings suggest that interpretive material helped facilitate teachers' understanding of student scores on the assessment. However, few studies have examined how stakeholders actually use the interpreted information. Moreover, very few (Miller & Watkins, 2010) have examined score reports from the parents' perspective. To gain a deeper understanding of the meaningfulness and utility of score reports, it is necessary to examine both educators' and parents' perspectives. The study on which this paper is based investigated how two stakeholder groups--K-12 ELL educators and parents--interpret and use ACCESS score reports. Findings from qualitative interviews offer implications for score report development in general and how to further enhance the quality of ACCESS score reports. In the study, the authors addressed the following research questions: (1) How do K-12 ELL educators and parents interpret the information in an English proficiency exam score report?; and (2) How do K-12 ELL educators and parents use the information in an English proficiency exam score report?

This report provides a non-technical overview of the guiding research questions and research design for the ACT-led core research program conducted on behalf of the GEAR UP College and Career Readiness Evaluation Consortium (CCREC). The core research program is a longitudinal study of the effectiveness of 14 GEAR UP state grants on the academic achievement, college going and college retention of low-income and other at-risk students who are eligible to receive grant-funded services. This research program will follow Consortium students and a matched comparison group of non-participants over time using assessment data from ACT Explore®, ACT Plan® or ACT Aspire®, and The ACT®, and college enrollment data from the National Student Clearinghouse (NSC) to examine differences in the academic growth and educational outcomes of these two groups.

The Common Core State Standards (CCSS) for K-12 English language arts/literacy and mathematics, released in 2010, have been adopted by 49 states and territories; the District of Columbia; and the U.S. Department of Defense schools, which serve the children of U.S. service members around the world. The widespread adoption of the CCSS is a major step forward, yet significant work remains for states to successfully implement the new more rigorous and relevant academic standards--notably, the adoption of new tests to measure students' progress against the CCSS. This paper reports on states' challenges and progress in creating and launching assessments of students' learning that are aligned with the CCSS.

Building a stronger teacher workforce requires the thoughtful orchestration of multiple processes working together in a human capital system. This white paper presents a framework that can be used to take stock of current efforts to enhance the teacher workforce in school districts or educational organizations, as well as their underlying theories of how the teacher workforce improves over time. The paper refines and provides evidentiary support for a human capital system framework composed of four subsystems that ideally work together to build a stronger teacher workforce: (1) getting the right teachers in the right positions on time (Acquire); (2) supporting professional growth in school-based learning communities (Develop); (3) nurturing, rewarding, and challenging high-performing teachers (Sustain); and (4) informing evidence-based personnel decisions (Evaluate). Attention to this framework will engender a corps of teachers with the capacity and expertise to collectively facilitate enhanced educational outcomes.

Unlike many proposed educational reforms in the United States, charter schools enjoy support from policymakers across the political spectrum, making such schools a major focus of public school reform among educators and legislators. The origin of charter schools and how these schools are affecting education is the subject of this background paper. It defines what charter schools are, from the idea's inception in the state of Minnesota, to the characteristics of charter schools. The paper presents arguments for and against these schools and examines the key financing issues confronting those who wish to start charter schools. A case study of charter school legislation in Nevada is presented to illustrate the process for one state. Research indicates that the two most important issues facing policymakers in this area are whether private schools should be allowed to convert to charter status, and thereby receive public money, and whether charter schools can meet community expectations while being held to state-set student performance levels. Such schools can afford educators the opportunity for freedom and innovation in teaching and school management but can present governance and oversight problems for local school districts and other sponsors. (Contains 10 references and an appendix.) (RJM)

This paper describes Nevada's public education policy structure and the responsibilities of various administrative and legislative bodies, including the Nevada State legislature, the governor, the State Board of Education, the superintendent of public instruction, the State Department of Education; the Commission on Professional Standards in Education, the School District Boards of Trustees, school districts, and public schools. The paper also discusses governance issues regarding school-based management, charter schools, and school choice. The basic policy structure of Nevada's system of educational governance follows fairly traditional lines, being one of the more decentralized states in terms of regulatory authority. However, several groups that shape education policy are not referenced in state law: students and their parents, various businesses, parent coalitions, the Nevada Association of School Boards, the Nevada Association of School Administrators, and the Nevada State Education Association. The interactions among governors, chief state school officers, state boards of education, and legislatures are receiving increasing attention from those involved in shaping education policy. The biggest challenge facing state policymakers lies with defining priorities and reaching consensus. Contains one figure and 72 endnotes. The appendix lists education-governance structures in the 50 states. (LMI)

This paper describes the background of various accountability systems, discusses policy issues related to the use of educational accountability information, and offers a history of the school-accountability law in Nevada. The paper concludes that because policymakers continue to express concerns about uniform measurements and comparability, it is likely that nationally norm-referenced tests will continue to be used in accountability systems. The demand for quality information will continue and the level of sophistication and policymakers' reliance on accountability systems will increase. States will continue to use achievement scores as a component of any accountability program. The need for reliable analyses of the information provided by such systems will become increasingly important. Appendices contain information on states' use of report cards, two approaches to student-assessment policy, Nevada school districts' use of standardized tests during 1994-95, achievement data for Nevada school districts and counties (1992-93), an analysis of the Nevada school-accountability system, and the Nevada deputy attorney general's opinion of Senate Bill 511--the School Accountability Law. (Contains 18 references.) (LMI)

Public schools in the United States will face significant infrastructure needs within the next few years. Some of the numerous issues surrounding these needs, as they affect Nevada's schools, are detailed in this report. Current practices in Nevada have followed those of other quickly growing school systems in which funds are being diverted from routine maintenance and capital improvement so as to support programs. Some remedies to this practice, such as general obligation bonds or "pay-as-you-go" funding, are explored. For the benefit of comparison, capital construction in other states and varying levels of participation are presented. Some possible alternatives for state assistance in Nevada are covered, such as structural alternatives and financing alternatives, including state general obligation bonds, state revenue bonds, and state appropriations. Options currently under consideration in other states are likewise discussed. It is argued that the recent spate of equity lawsuits involving facilities construction in other states should guide any participation by Nevada in school construction; mechanisms to define state involvement should promote equity in capital expenditures. Four appendixes, which compose one-half of the paper, offer profiles of Nevada school demographics, the state's role in financing, needs assessment, and historical practices in state assistance. (RJM)

School-to-careers (STC) is a comprehensive approach to educational reform that provides students with the knowledge and skills necessary to make a successful transition from school to work. Systems that combine academic study and work experience are developing in every state in response to the federal School-to-Work Opportunities Act of 1994. The Nevada Legislature has laid the foundation for the state's STC system through enactment of Assembly Bill 303. The 13 western states have used different approaches: career academies, cooperative education, skills guarantee initiatives, tech prep programs, and youth apprenticeships. Nevada is one of the few states in which STC system development and implementation involves the legislature, executive branch agencies, local education agencies, colleges and universities, and the business community. The state agencies responsible for oversight have obtained a multiyear, multimillion dollar federal grant to expand existing programs and services. The governor has requested continued state funding for increasing student school-to-work opportunities. The system's operational side consists of four regional partnerships, each composed of several local partnerships that engage in multiple approaches to help students with skills development and career selection. Nevada's STC accountability system uses the State of Nevada Performance Agreement Matrix. (Appendixes include the STC statutes, matrix form, and STC report of partnership activities.) (YLB)

In 1989, the Nevada Legislature enacted the Class-Size Reduction (CSR) Act. The measure was designed to reduce the pupil-teacher ratio in the public schools, particularly in the earliest grades. The program was scheduled to proceed in several phases. The first step reduced the student-teacher ratio in selected kindergartens and first grade classes for 1990-1991 school years. The second step was designed to improve the second grade ratios; the 1991 Legislature made funds available for reducing the ratios to 16 to 1. The third grade phase was delayed until the 1996-97 fiscal year. Program costs are detailed, broken down by grade level, and the classroom configurations that have been employed are also described. Initial evaluation of the CSR program indicates that educators and parents were positive in their attitudes toward class-size reduction and that school districts reported fewer special education referrals. No exceptional results in achievement scores were reported. Subsequent studies of the program also produced mixed results, which it is believed reflect different teaching styles, maturity of students, and other factors. Special analysis of the program's impact on special-education referrals and grade retention are provided. (RJM)

Effects of the high school environment, part-time university instructors, and classroom ethnic/racial diversity on first-year student preparation and enrollment persistence are estimated via hierarchical linear and logistic regression. After controlling for student socio-demographic characteristics and motivation to enter college, high school attributes bear little relevance to level of academic preparation at the start of the first year of study. In contrast, academic performance of low-income students at the end of the first year is negatively associated with several features of the high school environment. There is little evidence that student persistence is negatively affected by exposure to part-time instructors during the first year in college. Ethnic/racial diversity in the classroom appears to slightly enhance persistence of non-Asian minority students, but shows no positive relationship with cognitive growth. Unmet financial need marginally increases the dropout risk of students taking greater course loads net of socio-demographic background, academic preparation, first-year grades, on-campus residency, and type of aid received. Results are based on institutional matriculation records of 2,800 first-year students at a moderately selective public university and official high school accountability reports collected by the state's department of education. (Contains 8 tables and 6 footnotes.)

The distribution of Perkins Act funds among eligible Nevada recipients was analyzed. The analysis established that passage of the Perkins Act did nothing to improve the ability of small rural districts to participate in the federal program and significantly restricted the amount of funds provided to those vocational programs that do not have high percentages of disabled and/or disadvantaged students. The Perkins Act has also removed set-asides for adult and postsecondary occupational education (OE) programs and obligated the state to determine the instructional level split of funds. Originally, the Nevada Council on Occupational Education endorsed a 75%-25% split of funds among secondary and community college OE programs. The council's endorsement was based not on consideration of program needs or enrollments but rather on the lack of long-term planning and documentation for community college OE programs. Changes that have since occurred in community colleges' planning and recordkeeping have produced additional data that have led the council to reconsider its original funding recommendation. The council now recommends a split of 68% and 32% to secondary and postsecondary programs, respectively. (Appended are 14 tables detailing the distribution of funds among secondary school districts and community colleges.) (MN)

The United States leads the world in the number of incarcerated persons per 100,000. In today's global economy, these numbers represent huge wastes in human capital, especially when you consider the inequitable nature of the American criminal justice system, as witnessed by the disproportionate racial and ethnic composition, types of crimes, and length of prison sentences represented within this population. Regardless of the pathway to prison, most incarcerated people will eventually return to the communities from which they came, so one of the important questions may be, how does society want them to show up? Broken or made whole? Angry or hopeful? Employable or unemployable? Role model or counterexample? The essence of this paper is linked to a favored quote by the late Nelson Mandela, who said, "Education is the most powerful weapon which you can use to change the world." These words are as profound today as they were in 1990 when he addressed an audience of Boston high school students. Furthermore, education in America remains one of the best investments individuals and governments can make, which should include investment in prison-based education programs. These types of efforts are cost-effective, reduce recidivism, improve employment prospects, increase civic engagement, and can disrupt generational poverty. Despite Second Chance Pell programs and other evidence supporting the multilayered value of postsecondary (coursework beyond high school) education for incarcerated populations, barriers and challenges persist. Fortunately, leaders of state agencies and systems of higher education are increasingly exploring the feasibility of these programs for their states. This paper presents preliminary findings from a survey SHEEO administered to its members in 2018. It advocates for postsecondary education for incarcerated persons as a relevant policy issue at federal and state levels in current political environments. Key findings and recommendations were informed by responses from 38 percent of SHEEO's membership. States responding to the survey were Alabama, Alaska, Arkansas, Colorado, Connecticut, Delaware, Idaho, Indiana, Iowa, Kansas, Louisiana, Michigan, Minnesota, Missouri, Nevada, Ohio, Oklahoma, Oregon, Rhode Island, South Dakota, Washington, and Wyoming. Non-member organizations included Truckee Meadows Community College (NV); University of Nevada, Las Vegas; Bismarck State College (ND); and the Washington State Board of Community and Technical Colleges. The paper is organized around three main categories: access, program delivery, and reentry of program participants into society, with the following key performance indicators.

After decades of disinterest, evaluation of the performance of elementary and secondary teachers in the United States has become an important educational policy issue. As U.S. states and districts have tried to upgrade their evaluation processes, one of the models that has been increasingly used is the Framework for Teaching. This paper summarizes validity evidence pertaining to several different implementations of the Framework. It is based primarily on reviewing the published and unpublished studies that have looked at the relationship between teacher evaluation ratings made using systems based on the Framework and value-added measures of teacher effectiveness. The research results summarized suggest that teacher ratings made using evaluation systems based on or related to the Framework have a correlation with value-added estimates of teacher effectiveness, in the 0.2 to 0.3 range. Measurement error in both the value-added estimates and evaluation ratings likely bias these correlations downward. Though fragmentary, the evidence reviewed suggests that Framework-based evaluation ratings can show substantial inter-rater agreement and, if multiple observers and multiple occasions of observation are used, the ratings can be reliable. However, a score based on a single observation by one observer is likely to have low reliability. The paper also discusses ways to extend and improve validity research on teacher evaluation systems. "Inter-rater Agreement Details for Cincinnati" is appended to this document. The contributions to this research of current and former colleagues Steven Kimball, Herbert Heneman, Allan Odden, H. Alix Gallagher and Bradford White, are gratefully acknowledged. (Contains 6 tables, 2 figures, and 6 footnotes.)