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Bayly, Benjamin L.; Bierman, Karen L.; Jacobson, Linda – Child & Youth Care Forum, 2021
Background: Childcare programs serving preschool children are generally of poorer quality than publicly-funded preschools both in terms of their classroom processes and structural features. Research on childcare programs has typically collapsed them into a single group, yet these programs vary greatly in neighborhood disadvantage and organization…
Descriptors: Neighborhoods, Community Characteristics, Child Care Centers, Educational Quality
Office of Finance and Operations, US Department of Education, 2021
The purpose of the U.S. Department of Education's (Department's) fiscal year (FY) 2021 "Agency Financial Report" (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to advance the mission of the Department to promote student…
Descriptors: Public Agencies, Federal Government, Institutional Mission, Educational Finance
Paul, S.; Rafal, M. C.; Houtenville, A. J. – Institute on Disability, University of New Hampshire, 2021
The "Annual Disability Statistics Compendium" and its complement, the "Annual Disability Statistics Supplement" (ED620436), are summaries of statistics about people with disabilities and about the government programs which serve them. The Compendium, presents key overall statistics on topics including the prevalence of…
Descriptors: Disabilities, Incidence, Employment Level, Institutionalized Persons
Office of Head Start, US Department of Health and Human Services, 2021
The Head Start Act mandates that each Head Start recipient receive a monitoring review at least once every 3 years; each newly designated recipient be reviewed after the completion of its first year (and then at least once every 3 years thereafter); and all recipients that "fail to meet the standards" receive Follow-up reviews. Reviewers…
Descriptors: Program Evaluation, Federal Programs, Disadvantaged Youth, Early Childhood Education
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Rodriguez, Luis A.; Swain, Walker A.; Springer, Matthew G. – American Educational Research Journal, 2020
The federal Race to the Top initiative signified a shift in American education policy whereby accountability efforts moved from the school to the teacher level. Using administrative data from Tennessee, we explore whether evaluation reforms differentially influenced mobility patterns for teachers of varying effectiveness. We find that the rollout…
Descriptors: Teacher Evaluation, Evaluation Methods, Job Performance, Teacher Transfer
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Muñiz, Raquel – Education Policy Analysis Archives, 2020
Education laws and policies have moved toward promoting socio-emotional (SEL) skills, adopting numerous terminologies in their standards. However, the incremental change has left compensatory education practitioners who are committed to promoting SEL opportunities with little guidance when the programs' governing policies do not include language…
Descriptors: Social Development, Emotional Development, Educational Policy, Skill Development
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Lavigne, Alyson L.; Olson, Amy M. – Leadership and Policy in Schools, 2020
The current study explores how principals (n = 568) experience a new teacher evaluation model under Race to the Top. Findings suggest that principals felt the least confident in their ability to identify teacher behaviors associated with student achievement gains and placed the least value on student achievement data. Evaluation experience…
Descriptors: Teacher Evaluation, Value Added Models, Academic Achievement, Accountability
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Petrilli, Michael J. – Education Next, 2020
As an early Common Core booster, Michael Petrilli had hoped that by now--10 years after most states adopted the standards--the nation's schools would have logged tangible improvements in teaching and learning that resulted in higher student achievement. In this article, Petrilli reviews what Common Core is and discusses the work ahead that is…
Descriptors: Common Core State Standards, Academic Standards, Educational Policy, Educational Change
Katz, Emily; Schifter, Laura; La Pinta, Alexandra – Aspen Institute, 2020
"A State Policy Landscape: K12 Climate Action" looks at key areas where states have policies that can support schools in moving toward climate action. This report highlights opportunities for growth by focusing on state-level policy in the following focus areas: (1) mitigation; (2) adaptation; and (3) education. In this report, the…
Descriptors: State Policy, Elementary Secondary Education, Climate, Conservation (Environment)
Arum, Richard; Stevens, Mitchell L. – Hamilton Project, 2020
The COVID-19 pandemic has brought new urgency to chronic and interrelated educational challenges: the need to expand and equalize postsecondary access, reduce the sector's reliance on costly in-person instruction, and develop a cumulative science of adult learning. Current federal government college funding programs do not encourage schools to be…
Descriptors: COVID-19, Pandemics, Labor Force Development, Equal Education
Goodwin, Gretta L. – US Government Accountability Office, 2020
The Bureau of Prisons (BOP) is responsible for managing the care and custody of approximately 175,000 federal inmates--an estimated 20 percent of whom have been diagnosed with a substance use disorder. The Government Accountability Office (GAO) was asked to review BOP's efforts to provide drug treatment to federal inmates. This report (1)…
Descriptors: Correctional Institutions, Institutionalized Persons, Clinical Diagnosis, Substance Abuse
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Mehra, Bharat; Lemieux, Paul A., III; Burwell, Christie; Hixson, Taylor; Partee, Robert P., II; Stophel, Keri; Wood, Nicole E. – Journal of Education for Library and Information Science, 2018
This article focuses on two collaborative projects selected by the Howard H. Baker Jr. Center for Public Policy at the University of Tennessee to partner in the US Department of State's Diplomacy Lab program that engages college students and faculty to study foreign policy challenges. The projects allowed information science graduate students to…
Descriptors: Foreign Countries, Public Policy, Foreign Policy, International Studies
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Jarrett, Robin L.; Coba-Rodriguez, Sarai – Early Childhood Education Journal, 2018
The transition to kindergarten is a critical milestone in children's lives, with implications for academic and future life success. The demographic family/parental variables of residence, social class, and race have been associated with children's adjustment to kindergarten. In particular, children growing up in families from urban, low-income…
Descriptors: African Americans, Mothers, Low Income Students, Kindergarten
Baker, Megina; Páez, Mariela – Migration Policy Institute, 2018
Early childhood education and care (ECEC) programs across the United States are experiencing an increasing level of linguistic and cultural diversity among the children they serve. Dual Language Learners (DLLs)--young children who grow up speaking more than one language at home and in the classroom--bring to these classrooms unique learning…
Descriptors: Bilingual Students, Bilingualism, Preschool Children, Early Childhood Education
Koch, Lindsay A. – ProQuest LLC, 2018
The purpose of this qualitative study was to examine parent involvement practices of the Early Beginnings Head Start program and to determine the impact that parent involvement has on the early language and literacy development of preschool children. Although parent involvement practices are evident throughout Head Start programs, the specific…
Descriptors: Parent Participation, Early Childhood Education, Emergent Literacy, Language Skills
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