This policy brief, published by Transforming Education, explains the importance of social-emotional learning (SEL) and lists policies to actively assess SEL competencies in schools. Policy recommendations include gathering input of SEL in classrooms and schools, measuring students’ knowledge and demonstrations of SEL competencies, and using data to inform practices, initiatives, and opportunities. For each state and local recommendation, examples are provided from the Oregon Department of Education, NewSchools Venture Fund, and CORE districts.
This interactive tool by Education Trust provides data that can drive leaders to do better for all students, especially for students from low-income families, students of color, and English learners. The tool provides data at the state-level on critical measures of educational opportunity and achievement from preschool through higher education.
This policy snapshot from the National Council on Teacher Quality (NCTQ) provides a state-by-state comparison of legislation on teacher compensation based on four key factors: effective performance, working in high-needs schools or subjects, and having relevant, non-teaching work experience. Highlighting promising policies in Louisiana and Utah and other noteworthy state policies by region, NCTQ presents examples of how states have designed strategic compensation systems while providing some flexibility and support to their districts.
This New America report explores Illinois’ approach to serving students who are English Language Learners (EL), looking at strengths and challenges related to these EL student outcomes and how the state approaches these challenges in their Every Student Succeeds Act ESSA plans using a New America framework.
This brief by the Center for American Progress highlights how some states use funding through Title II, Part A of the Every Student Succeeds Act (ESSA) to strengthen the teacher pipeline by recruiting, preparing, and supporting teachers. The report provides examples of state models that have made notable advancements in the areas of: recruitment and diversity, teacher preparation and new teacher support, licensure and certification, compensation and loan forgiveness, data support, and pipeline-spanning initiatives.
In this brief, Achieve outlines a state-by-state comparison of early warning indicator systems. These systems measure aspects of 9th grade student performance to determine if students are ‘on track’ for future academic success or are at risk for dropping-out. The brief outlines how states have included these early warning ‘on track’ indicators into accountability and data efforts in their Every Student Succeeds Act (ESSA) plans.
This Chiefs for Change brief highlights the Tennessee Department of Education (TDOE)’s efforts to engage teachers as leaders, often through roles such as instructional, curriculum, or content area coaches. Relative to teacher leadership, this brief delves into the state’s vision and theory of change, roles and responsibilities for states and districts, and the process for scaling, assessing, and improving the teacher leadership efforts.
In this report, Education Resource Strategies (ERS) examines Louisiana Department of Education (LDOE)’s efforts to develop high-quality, standards-aligned curricula as a tool to help teachers implement new, rigorous college- and career-readiness standards (CCRS).
This Education Resource Strategies (ERS) report presents six strategies that school leaders can use to find more time for teachers to have meaningful, collaborative planning sessions (e.g., stacking time blocks back-to-back, creating larger specials, etc.). The report analyzes creative schedules and collaborative time frames from exemplar school systems where teachers have at least ninety consecutive minutes each week to plan, collaborate, and learn with other teachers during the school day