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Thomas Packebush; Katherine Ahern; Barbara Brody; Katherine Gunter – Journal of School Health, 2025
Background: School-based physical activity (PA) programs are an equitable, evidence-based approach to combat health and PA disparities. This study examined factors associated with implementation of BE Physically Active 2Day (BEPA 2.0), a K-5 school-based PA program, and examined how support from Cooperative Extension via Supplemental Nutrition…
Descriptors: Physical Activity Level, Teacher Attitudes, Physical Education, Evidence Based Practice
Cook, Kyle DeMeo; Coley, Rebekah Levine – Early Childhood Education Journal, 2021
Head Start programs engage in multiple practices to support children and families during the transition to kindergarten. Children moving from Head Start to kindergarten often encounter discontinuities between the program and services they were receiving and the new elementary school environment. This paper uses multiple datasets and methods to…
Descriptors: Disadvantaged Youth, Kindergarten, Young Children, Preschool Children
Michelle M. Cavazos – ProQuest LLC, 2024
This qualitative study explored teachers' perceptions and experiences regarding the implementation of the social and emotional learning framework, Strong Start, in a Title I elementary school in southeast Texas. The participants include ten elementary school teachers in Pre-Kindergarten through 5th grade. Teachers' levels of experience range from…
Descriptors: Teacher Attitudes, Social Emotional Learning, Federal Programs, Low Income
Weisenfeld, Georgenne G.; Garver, Karin; Hodges, Katherine – Early Education and Development, 2020
Research Findings In this study, we examined states' kindergarten entry assessment (KEA) policies between 2011 and 2018 and the possible impact federal funding policies may have had in their implementation. Between 2011 and 2018, 31 states received federal Race to the Top-Early Learning Challenge awards and/or Enhanced Assessment Grants to support…
Descriptors: Kindergarten, School Readiness, Screening Tests, Student Evaluation
Wrabel, Stephani L.; Bush-Mecenas, Susan; Woo, Ashley – RAND Corporation, 2021
The U.S. Department of Education funds various types of technical assistance centers with the goal of providing the expertise and resources needed by state education agencies (SEAs), regional education agencies, and local education agencies (LEAs) to effectively implement federal education programs. Given the complexity of technical assistance for…
Descriptors: School Safety, Technical Assistance, School Districts, Federal Programs
Kraft, Matthew A.; Falken, Grace T. – Annenberg Institute for School Reform at Brown University, 2020
In this paper, we explore how tutoring could become a permanent feature of the U.S. public education system. We outline a blueprint for taking tutoring to scale nationally and estimate its costs, while highlighting a range of design and implementation challenges. Our blueprint is centered on ten core principles and a federal architecture to…
Descriptors: Public Schools, Tutoring, Costs, Program Design
Choi, Jeong Hoon; McCart, Amy B.; Hicks, Tyler A.; Sailor, Wayne – Journal of Special Education, 2019
The present study investigated relationships among technical assistance, school leadership quality, and multitiered system of support (MTSS) implementation. The findings indicated technical assistance improved school leadership quality, and improved leadership significantly mediated the relationship between technical assistance and MTSS…
Descriptors: School Administration, Technical Assistance, Leadership Effectiveness, Equal Education
Susan M. Gates; Matthew D. Baird; Benjamin K. Master; Emilio R. Chavez-Herrerias – RAND Corporation, 2019
Research across the decades has confirmed that effective school leadership is associated with better outcomes for students and schools. A high-quality school leader affects dozens of teachers and hundreds or thousands of students. It is a pivotal role. From 2011 to 2016, The Wallace Foundation, through its Principal Pipeline Initiative (PPI),…
Descriptors: Principals, Career Development, Program Effectiveness, Academic Achievement
Golan, Shari; Woodbridge, Michelle; Davies-Mercier, Betsy; Pistorino, Carol – Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Office of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Lawson, Hal A.; Durand, Francesca T.; Wilcox, Kristen Campbell; Gregory, Karen M.; Schiller, Kathryn S.; Zuckerman, Sarah J. – Journal of School Leadership, 2017
This mixed-method multiple case study investigated nine elementary schools. Six "odds-beating schools," which serve relatively high numbers of economically disadvantaged children, achieved higher than predicted performance on state assessments when compared with three typically performing schools. The overarching research question…
Descriptors: Educational Innovation, Elementary Schools, Elementary School Students, Economically Disadvantaged
Lash, Cristina L.; Sanchez, Monika – Education and Urban Society, 2019
Nationwide, place-based initiatives aiming to improve school and community outcomes are in the midst of neighborhood demographic change. We explore this issue through a case study of the Mission Promise Neighborhood (MPN). We discuss how the social and educational context of MPN poses several challenges to implementing Promise Neighborhood…
Descriptors: Socioeconomic Status, Working Class, Advantaged, Whites
Durand, Francesca T.; Lawson, Hal A.; Wilcox, Kristen Campbell; Schiller, Kathryn S. – Educational Administration Quarterly, 2016
Purpose: This multiple case study investigated district leaders' orientations and strategies as their elementary schools proceeded with state-mandated implementation of the Common Core State Standards (CCSS). We identified differences between schools achieving above-predicted outcomes on state CCSS assessments ("odds-beaters") and…
Descriptors: Common Core State Standards, Case Studies, Elementary Schools, Program Implementation
Office of Inspector General, US Department of Education, 2016
This Annual Plan presents the major initiatives and priorities the U.S. Department of Education (Department) Office of Inspector General (OIG) intends to undertake to assist the Department in fulfilling its responsibilities to America's taxpayers and students. The Department continues to face significant challenges in FY 2017 that impact its…
Descriptors: Public Agencies, Strategic Planning, Compliance (Legal), Financial Audits
National Center for Education Evaluation and Regional Assistance, 2014
The Teacher Incentive Fund (TIF) provides grants to support performance-based compensation systems for teachers and principals in high-need schools. The study measures the impact of pay-for-performance bonuses as part of a comprehensive compensation system within a large, multisite random assignment study design. The treatment schools were to…
Descriptors: Merit Pay, Incentives, Grants, Federal Aid