1,720,980 research outputs found
State High School Graduation Requirements, Their Impact, & Examples of Change
Full text linkIn November 2024, Massachusetts voters chose to stop requiring high school students to pass the 10th grade MCAS in order to graduate. This decision left Massachusetts as one of just two states without any statewide graduation requirement, opening up increased variation from district to district on the meaning of a high school diploma.Barr commissioned Bellwether Education Partners to examine available research on the implementation and impact of high school graduation policies in other U.S. states.Â
NEPC Review: Making Next Year Count: Equity in School Accountability (Bellwether Education Partners, Summer 2020)
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Bellwether Education Partners’ four-part series on accountability reviews the historical roots, theory of change, and impact on student outcomes of school accountability systems, as well as the effect of COVID-related school closures on testing and accountability. The series notes that state accountability systems have not improved student achievement or closed achievement gaps over the last decade. Despite this conclusion, the series insists state testing and accountability systems must be reinstated in 2020-21 and must focus on schools with the lowest performance levels. In addition to this perplexing inconsistency, the reports are problematic for a number of reasons. Policymakers are advised to ignore this series and access more nuanced reviews and recommendations regarding school accountability in the coming years.
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NEPC Review: Making Next Year Count: Equity in School Accountability (Bellwether Education Partners, Summer 2020)
Full text linkBellwether Education Partners’ four-part series on accountability reviews the historical roots, theory of change, and impact on student outcomes of school accountability systems, as well as the effect of COVID-related school closures on testing and accountability. The series notes that state accountability systems have not improved student achievement or closed achievement gaps over the last decade. Despite this conclusion, the series insists state testing and accountability systems must be reinstated in 2020-21 and must focus on schools with the lowest performance levels. In addition to this perplexing inconsistency, the reports are problematic for a number of reasons. Policymakers are advised to ignore this series and access more nuanced reviews and recommendations regarding school accountability in the coming years.</p
NEPC Review: Making Next Year Count: Equity in School Accountability (Bellwether Education Partners, Summer 2020)
Full text link
Bellwether Education Partners’ four-part series on accountability reviews the historical roots, theory of change, and impact on student outcomes of school accountability systems, as well as the effect of COVID-related school closures on testing and accountability. The series notes that state accountability systems have not improved student achievement or closed achievement gaps over the last decade. Despite this conclusion, the series insists state testing and accountability systems must be reinstated in 2020-21 and must focus on schools with the lowest performance levels. In addition to this perplexing inconsistency, the reports are problematic for a number of reasons. Policymakers are advised to ignore this series and access more nuanced reviews and recommendations regarding school accountability in the coming years.
</div
NEPC Review: Making Next Year Count: Equity in School Accountability (Bellwether Education Partners, Summer 2020)
Full text linkBellwether Education Partners’ four-part series on accountability reviews the historical roots, theory of change, and impact on student outcomes of school accountability systems, as well as the effect of COVID-related school closures on testing and accountability. The series notes that state accountability systems have not improved student achievement or closed achievement gaps over the last decade. Despite this conclusion, the series insists state testing and accountability systems must be reinstated in 2020-21 and must focus on schools with the lowest performance levels. In addition to this perplexing inconsistency, the reports are problematic for a number of reasons. Policymakers are advised to ignore this series and access more nuanced reviews and recommendations regarding school accountability in the coming years.</p
NEPC Review: Language Counts: Supporting Early Math Development for Dual Language Learners (Bellwether Education Partners, October 2020)
Full text linkA study from Bellwether Education Partners establishes the need to focus on the mathematics education of young Dual Language Learners (DLLs). It presents lessons from research and practice on engaging families of DLLs in early mathematics learning. Unfortunately, the report omits major studies that are key to advancing our understanding of the capacity of young DLLs to engage in rigorous mathematical concepts when given opportunities to do so. Also, in its recommendations for teacher education/professional development, the report misses the opportunity to address what early childhood educators need to know about how young DLLs develop languages. Nonetheless, this report can inform policymakers and other stakeholders as they build asset-based programs that can support families and communities in engaging young DLLs in mathematics learning.</p
NEPC Review: Language Counts: Supporting Early Math Development for Dual Language Learners (Bellwether Education Partners, October 2020)
Full text linkA study from Bellwether Education Partners establishes the need to focus on the mathematics education of young Dual Language Learners (DLLs). It presents lessons from research and practice on engaging families of DLLs in early mathematics learning. Unfortunately, the report omits major studies that are key to advancing our understanding of the capacity of young DLLs to engage in rigorous mathematical concepts when given opportunities to do so. Also, in its recommendations for teacher education/professional development, the report misses the opportunity to address what early childhood educators need to know about how young DLLs develop languages. Nonetheless, this report can inform policymakers and other stakeholders as they build asset-based programs that can support families and communities in engaging young DLLs in mathematics learning.</p
NEPC Review: Fairness in Facilities: Why Idaho Public Charter Schools Need More Facilities Funding (Bellwether Education Partners, January 2019)
Full text linkA report from Bellwether Education Partners contends that more funding should be given for charter school facilities. Focusing on a series of case studies in Idaho, the report argues that charter schools are unfairly denied funding for the construction and renovation of their school buildings. The examples the report relies on, however, are not “apples-to-apples” comparisons, and this makes any statewide generalizations suspect. Further, the report’s calculation of “costs-per-seat” ignores the reality that different students have different needs. Consequently, public district schools, which enroll proportionally more English language learners and students with disabilities, will likely have greater facilities expenses per pupil than charter schools. The report bemoans the fact that charter school facilities are not part of local school districts’ bonds and tax levies, yet it does not acknowledge that charter facilities are often owned by private entities. Mandating that local taxpayers support charter facilities would, therefore, force them to pay for buildings they would not own. Given these limitations, the report provides little guidance for policymakers and other stakeholders at a time when Idaho is working to overhaul its school funding system.</p
NEPC Review: Fairness in Facilities: Why Idaho Public Charter Schools Need More Facilities Funding (Bellwether Education Partners, January 2019)
Full text linkA report from Bellwether Education Partners contends that more funding should be given for charter school facilities. Focusing on a series of case studies in Idaho, the report argues that charter schools are unfairly denied funding for the construction and renovation of their school buildings. The examples the report relies on, however, are not “apples-to-apples” comparisons, and this makes any statewide generalizations suspect. Further, the report’s calculation of “costs-per-seat” ignores the reality that different students have different needs. Consequently, public district schools, which enroll proportionally more English language learners and students with disabilities, will likely have greater facilities expenses per pupil than charter schools. The report bemoans the fact that charter school facilities are not part of local school districts’ bonds and tax levies, yet it does not acknowledge that charter facilities are often owned by private entities. Mandating that local taxpayers support charter facilities would, therefore, force them to pay for buildings they would not own. Given these limitations, the report provides little guidance for policymakers and other stakeholders at a time when Idaho is working to overhaul its school funding system.</p
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