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This poll was conducted between April 4-8, 2024 among a sample of 2,257 Adults. The interviews were conducted online and the data were weighted to approximate a target sample of Adults based on gender, educational attainment, age, race, and region. Results based on the full survey have a measure of precision of plus or minus 2.41 percentage points. Among the key findings are: (1) In April, at least one-third of parents have a child attending a microschool or are interested in learning more about microschools. When given a more detailed description of a "microschool," parents appear to have less interest; (2) Among microschool parents, 28% say instruction is completely virtual or online, though only 4 percent of parents interested in microschooling would prefer this instruction style; and (3) Parents say the most important considerations when choosing a microschool for their child are teaching a different curriculum than the local public schools, state accreditation, and state-licensed educators. This report highlights findings pertaining to: (1) Views on K-12 Education; (2) Schooling and Experiences; (3) K-12 Choice Profiles; and (4) Survey Profile and Demographics.

Kentucky Administrative Regulation 705 KAR 4:231, general program standards for secondary career and technical education (CTE) programs, states that all CTE facilities shall be of adequate size to accommodate the work of their respective program(s). The material within this resource guide is designed to aid school administrators, teachers, boards of education, advisory committees, and architects who share responsibility in the planning and equipping of a facility for CTE programs. This guide should be used in the construction of new facilities and/or the renovation of existing facilities. [This report was produced by the Kentucky Department of Education's Office of Career and Technical Education.]

Self-regulation is a set of abilities and skills that allow an individual to adjust their emotions, behaviors, and cognitions to meet demands. These sets of skills are obtained over an individual's lifespan, but the acquisition of these skills is highly regarded in early childhood and is a predictor of academic achievement. Students use self-regulation through several methods to monitor, manage, and assess both their behavior and academic achievement. Self-regulation is a large psychological umbrella that includes a wide range of strategies, skills, and cognitive processes appropriate for all ages and abilities. Broadly, this practice guide addresses emotional and behavioral self-regulation development in students within the context of family systems and examines the contribution of cultural influences. Additionally, evidence supports teaching these skills together rather than as independent domains.

This poll was conducted between November 6-November 12, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Nearly three out of four school parents feel comfortable with their child returning to school in November, an increase of six points since October; (2) Parent interest in either participating in or looking to form/join a learning 'pod' slightly increased in November; and (3) School parents are much more likely to want schools to prioritize and focus on student resources, curriculum, communications, and transportation, compared to vaccine requirements. This report highlights findings pertaining to: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas. The Kansans CAN Vision - "Kansas leads the world in the success of each student" - became the branded theme for Kansas education. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. School readiness occurs within a broad context and includes four components: community, educational environment, family and the individual child. These four components function as interdependent systems of support with multidirectional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This "Kansas Prekindergarten Guide" provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [For the previous version (2019), see ED598973. For the "Kansas Full-Day Kindergarten Guide," see ED615226.]

School readiness occurs within a broad context that includes the four components of community, educational environment, family and the individual child. These four components function as interdependent systems of support that have multidirectional influences. Early childhood experiences, from birth through age 8, are necessary for school success and have a direct influence on future success. Experiences include health and physical well-being, cognitive development, communication and social-emotional skills. An effective foundation for school readiness also involves policy, funding and systems for children that support their ability to thrive and succeed in learning environments through their lifespan. This "Kansas Full-Day Kindergarten Guide" is a resource to provide kindergarten teachers, principals and other school district administrators with common information about high-quality, full-day kindergarten. This guide may be used to provide support to implement developmentally appropriate and academically rigorous kindergarten programs statewide. Kindergarten teachers and administrators are encouraged to discuss the design of high-quality, developmentally appropriate and rigorous kindergarten classrooms. Contents address: transitions; child development; learning environment; classroom management; family engagement; curriculum and instruction; instructional practices in kindergarten; assessment; and program structures. [For the previous version (2018), see ED598986. For the "Kansas Prekindergarten Guide," see ED615228.]

Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to the challenge and made significant gains in educational outcomes. Yet, for English learners (ELs), this has not been the case. As demonstrated in statewide data, current instructional practices have created disproportionate outcomes for the EL population. This compels the focus of attention to changing the trajectory of ELs to close the achievement gap. Providing ELs with equal access and opportunity to high-quality instruction requires school systems and school-site leaders to design and implement school structures and instructional models that allow language acquisition to occur across all content-areas all day, every day. This document provides guidance to school systems and school-site leaders in implementing such programs. The strategies described are grounded in research-based practices of effective instruction and successful school models for ELs. Aligning current practices to the suggested strategies will help schools provide equitable, high-quality instruction for ELs. [For the 2018 version of this guide, see ED590004.]

This toolkit was developed to assist principals in structuring their thinking about the return to school, in whatever form it takes. It offers tools and tip sheets, the context for using them, and suggestions for actions principals might consider. The toolkit is organized around four sections: (1) Change (staying current in understanding changes from the outside (states, Federal Government, school boards, districts, community organizations, and for schools located in tribal communities, their tribes) and taking the changes into account when planning); (2) Communication (planning how to welcome back students, families, teachers, and staff, whether in person or by other means); (3) Collaboration (engaging teachers, staff, families, and students, vested stakeholders and community groups in preparation for the return to school); and (4) Care (addressing common fears and anxieties, addressing the needs of students experiencing chronic stress and trauma, preparing personnel to meet various student needs, and preparing social service agencies for work with school personnel, students, and families). [This toolkit is based on the toolkit developed for the Principal Leadership Academy (PLA) at the Bureau of Indian Education (BIE), supported by the Region 13 Comprehensive Center. It was prepared with the assistance of the Systemic Technical Assistance Team (STAT) project at the National Comprehensive Center. Cover title varies: "Returning to School Toolkit for Principals."]

The guided pathways model focuses on four pillars to improve student success: clarifying curricular pathways, getting students on the path, keeping students on the path, and making sure that learning is happening (Bailey, Jaggars, and Jenkins 2015). Many Student Success Centers (SSC) are employing coaching programs to help spread the impact of this model throughout the country. By preparing coaches to assist colleges in implementing reform that is intentionally focused on closing equity gaps, the opportunity to improve student retention, completion, and transfer may be greatly enhanced. This brief argues for the need to focus on racial equity in guided pathways work, to close racial equity gaps and increase the impact of the reform effort. It also discusses the unique position of community colleges to take on racial equity as it relates to their diverse composition and overall mission. The brief concludes with guiding questions for coaches or colleges around the four pillars of guided pathways as a tool for their equity work. [This report was produced as part of JFF's Student Success Center Network (SSCN) Coaching Program.]

In October 2015, the Kansas State Board of Education announced a new vision for education in Kansas--the Kansans CAN vision. "Kansas leads the world in the success of each student" became the branded theme for Kansas education. The Kansans CAN vision for education calls for a more child-focused system providing support and resources for individual success. This initiative motivated the creation of this document. Kindergarten Readiness is one of five Kansas State Board of Education measurable outcomes, which also include: (1) Social-emotional growth measured locally; (2) Individual Plan of Study focused on career interest; (3) High school graduation; and (4) Postsecondary. The goal of the Kindergarten Readiness outcome is that "each student enters kindergarten at ages five socially, emotionally and academically prepared for success." School readiness occurs within a broad context and includes four components: (1) community; (2) educational environment; (3) family; and (4) the individual child. These four components function as interdependent systems of support with multi-directional influences. Rich early childhood experiences, from birth through age 8, are necessary for school success and directly influence children's future successes. This Kansas Prekindergarten Guide provides prekindergarten teachers, providers and administrators with common references for high-quality and evidence-based prekindergarten practices. This guide supports the implementation of developmentally appropriate and academically rigorous prekindergarten programs. Prekindergarten teachers and administrators are encouraged to discuss the contents of this guide together prekindergarten. Contents address: transitions; child development; learning environment; classroom management; family engagement; Kansas curricular standards for prekindergarten; assessment; and program structures. [This report was prepared by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. For the "Kansas Full-Day Kindergarten Guide," see ED598986.]

The experiences of children's play have a profound impact on all areas of their growth and development. Memories of play can be vivid and detailed. These memories often have a treasured place in our hearts and minds. Educators and parents have a special opportunity to ask themselves, "What kind of memories of play do I hope for the children in my program/school/family to have?" "Play Today" is meant to serve as a guide for offering high quality, play-based learning experiences in the early years, primary grades, and even into the middle years of childhood. It is a foundational document that supports educators, parents, and families in British Columbia (B.C.) and provides examples of how a diverse range of play experiences can be supported and integrated into programs for young children. It illustrates how a continuum of play-based learning experiences may be used in early learning environments. The authors have developed and adapted examples of play experiences that illustrate this continuum. This handbook recommends a play-based approach in the early years, with examples of how play experiences may be used to guide and shape children's learning. It provides information and support for the integration of learning through play into various program settings and it is a guide written to support educators and others involved in guiding, supporting, or monitoring children's play. This handbook is a supporting document to the British Columbia Early Learning Framework. [For the 2019 "British Columbia Early Learning Framework," see ED605504.]

The Physical Education Curriculum Analysis Tool (PECAT) is designed to help school districts and schools conduct a clear, complete, and consistent analysis of physical education curricula for K-12 students. This analysis focuses on how well a curriculum aligns with national standards for physical education. PECAT results can help school districts and schools improve, develop, or select appropriate and effective curricula for delivering physical education. This, in turn, will improve the ability of schools to positively influence knowledge, motor skills, and physical activity behaviors among school-aged youth.

This practice guide is an updated version of "Supporting and Responding to Behavior: Evidence-based Classroom Strategies for Teachers" (see ED619696) that replaces, rather than supplements, the first version. This guide summarizes evidence-based, positive, and proactive practices that support and respond to students' social, emotional, and behavioral (SEB) needs in classrooms and similar teaching and learning environments (e.g., small-group activity). Within a multi-tiered system of support (MTSS) framework, educators can (1) implement these practices for all students to provide universal support (Tier 1); (2) target practices to support small groups of students with similar needs (Tier 2); and (3) intensify and individualize practices further to meet specific needs of individual students (Tier 3). These practices help educators prioritize instruction; promote meaningful and equitable outcomes; and support students' SEB and academic growth. The updated "Supporting and Responding (Version 2)" guide includes: (1) an expanded focus on support for students' social, emotional, and behavioral (SEB) growth; (2) additional practice areas (e.g., establishing positive connections, planning relevant instruction, fostering positive relationships); (3) a stronger link to targeted and individualized SEB supports; (4) an enhanced focus on staff implementation (e.g., an action planning tool, resources to monitor fidelity and access training, coaching, and feedback); and (5) updated resource links and references to empirical support throughout. [Brandi Simonsen, Jenifer Freeman, Maria Reina Santiago-Rosario, Karen Robbie, Heather George, Steve Goodman, Laura Kern, Barbara Mitchell, Robert Putnam, and Kim Yanek lead the development of Version 2.]

Over the past several years, Louisiana educators have taken the charge to raise expectations and educational outcomes for its students, believing students are smart, capable, and deserve opportunities to become productive members of a global society. Through a clear alignment of standards, curriculum, and assessments, students have stepped up to the challenge and made significant gains in educational outcomes. Yet, for English learners (ELs), this has not been the case. As demonstrated in statewide data, current instructional practices have created disproportionate outcomes for the EL population. Therefore the focus of attention is to change the trajectory of ELs to close the achievement gap. Providing ELs with equal access and opportunity to high-quality instruction requires school systems and school-site leaders to design and implement school structures and instructional models that allow language acquisition to occur across all content-areas all day, every day. This document provides guidance to school systems and school-site leaders in implementing such programs. The strategies described are grounded in research-based practices of effective instruction and successful school models for ELs. Aligning current practices to the suggested strategies will help schools provide equitable, high-quality instruction for ELs.

School readiness occurs within a broad context that includes the four components of community, educational environment, family and the individual child. These four components function as interdependent systems of support that have multidirectional influences. Early childhood experiences, from birth through age 8, are necessary for school success and have a direct influence on future success. Experiences include health and physical well-being, cognitive development, communication and social-emotional skills. An effective foundation for school readiness also involves policy, funding and systems for children that support their ability to thrive and succeed in learning environments through their lifespan. This "Kansas Full-Day Kindergarten Guide" is a resource to provide kindergarten teachers, principals and other school district administrators with common information about high-quality, full-day kindergarten. This guide may be used to provide support to implement developmentally appropriate and academically rigorous kindergarten programs statewide. Kindergarten teachers and administrators are encouraged to discuss the design of high-quality, developmentally appropriate and rigorous kindergarten classrooms. Contents address: transitions; child development; learning environment; classroom management; curriculum and instruction; instructional practices in kindergarten; assessment; and program structures. [This report was prepared by the Kansas State Department of Education's Early Childhood, Special Education and Title Services. For the "Kansas Prekindergarten Guide," see ED598973.]

Those closest to students have the greatest impact on their success. Given this belief, Louisiana has focused its efforts to support and empower principals in their role as school leaders. Successful principals reflect and plan, using data throughout the year to set goals and improve instruction. The Department helps principals develop their skills as instructional leaders by providing distinct categories of support: (1) Tools and resources; and (2) Direct support. The "Louisiana Principal's Teaching and Learning Guidebook" brings together, in one place, the key actions and resources to guide principals in the areas of: (1) Workforce Planning and Decisions; (2) Curriculum, Assessment, Professional Development, and Collaboration; and (3) Goals and Educator Support. To further support school and district leaders in their use of this guidebook, each focus area opens with an overview of key decisions and concludes with a scenario to illustrate how a principal can use the data and resources included in the section to make informed planning decisions. The scenarios reflect only a subset of the key actions for each focus area, and principals should review all content to consider how they too will use data and resources to set the direction of their schools and improve instruction.

In response to the need to develop leaders to guide the implementation of the Next Generation Science Standards (NGSS), the Carnegie Corporation of New York provided funding to WestEd to develop a framework that defines the leadership knowledge and actions needed to effectively implement the NGSS. The development of the framework entailed completing a review of the literature to identify the leadership knowledge and actions necessary for implementing new standards; convening an NGSS Leadership Summit with 21 national science education experts who have been implementing the NGSS in states and districts; and conducting 23 interviews with leaders at all levels of the system in California and Washington to gather voices from the field (many of which are included in quotations throughout this framework document). The "Framework for Leading Next Generation Science Standards Implementation" is a synthesis of information gathered from all of these activities. This new framework provides insight into the full array of what leaders need to know--and be able to do--to lead NGSS implementation, from inspiration and vision to data use and quality professional learning. Developed by science education experts and project staff, the framework is designed to provide a comprehensive vision of the leadership knowledge and the critical actions that need to be taken to plan for and implement the NGSS. It is intended to inform the work of all leaders at all levels of the system--from teacher leaders to district leaders to state education leaders--who are charged with supporting and implementing the NGSS. The framework can be used as a self-assess­ment for leaders to identify areas for their further development to prepare them to lead standards implementation, and as a planning guide to help leaders think through the critical actions that they need to take in order to lead and support others for NGSS implementation.

Texas Guaranteed Student Loan Corporation (TG) provides critical support to schools, students, and borrowers at every stage of the federal student aid process--from providing information on how to pay for a higher education including financial aid options, to facilitating successful loan repayment after graduation. This 2016 issue of "State of Student Aid and Higher Education in Texas" offers Texas policymakers, their staff members, and members of the student financial aid community an overview of key facts that describe student financial aid in Texas. Additionally, it serves as a resource for those in search of information concerning demographic changes, educational attainment, college costs, financial aid programs, and student debt. The report is divided into the following sections: (1) Texas Demographics; (2) Texas College Readiness; (3) Profile of Texas College Students; (4) Cost of Education and Sources of Aid in Texas; (5) Grant Aid and Net Price in Texas; (6) Loans; (7) Need and Work; (8) Texas College Attainment; (9) Delinquencies, Defaults, and Collections; and (10) Texas Higher Education Policy. [For the 2015 issue, "State of Student Aid and Higher Education in Texas," see ED567196.]

This leadership framework, based on practices employed by some the nation's most successful principals, can be used to diagnose and address school needs. The framework is excerpted from "Breakthrough Principals" © 2016 by Jean Desravines, Jaime Aquino, Benjamin Fenton, and New Leaders, published by Jossey-Bass, a Wiley brand. The complete book is available for purchase at bit.ly/BreakthroughPrincipals.

Research demonstrates that human development and student learning are highly dependent on interpersonal relationships and positive learning environments (Eccles et al., 1993). However, school improvement efforts often focus on students' mastery of academic skills with much less emphasis on students' social and emotional skills, which are integral to human development and are a contributing factor to school culture. Human development is a continuous process from birth throughout adulthood and contains multiple domains of development, including cognitive, social, and emotional domains. It is thus important to create learner expectations that (1) reflect the way that learners develop their skills and competencies across age bands; (2) are strengthened and built upon so that learning is supported systematically over time; (3) complement the multiple domains of development; (4) honor and value the culture of all learners; and (5) recognize that the use and application of skills and competencies are dependent upon context. The Michigan Department of Education (MDE) collaborated with the Great Lakes Comprehensive Center (GLCC) and the Center on Great Teachers and Leaders (GTL Center) to develop this Guide. It is intended to support administrators, school leadership teams, and educators (e.g., early childhood educators, caregivers, teachers, support staff, and afterschool educators) in the implementation and integration of the Michigan's Social and Emotional Learning (SEL) Competencies into the structure and daily routines of their schools. The Guide reinforces and extends the belief that students' development of social and emotional competencies is something educators already focus on, demonstrating that SEL is not "one more thing," but rather a part of daily practice. This Guide provides activities, tools and resources to promote competency development and demonstrates explicit connections to MDE's School Improvement Framework (SIF) so that schools and educators can leverage both initiatives to advance learner knowledge and skills. Seven appendices are included. [Great Lakes Comprehensive Center at American Institutes for Research contributed to the report.]

Online charter schools--also known as virtual charters or cyber charters--are publicly funded schools of choice that eschew physical school buildings and use technology to deliver education to students in their own homes. These schools typically provide students with computers, software, and network-based resources, while also providing access to teachers via email, telephone, web, and/or teleconference. Online charter schools deliver instruction using a radically different approach than conventional public schools. Nonetheless, critics of online charter schools worry that they might not be effective in promoting student learning. This report and its companion volumes describe the findings of the most ambitious and comprehensive study of online charter schools to date, conducted jointly by Mathematica Policy Research, the Center for Research on Education Outcomes (CREDO) at Stanford University, and the Center on Reinventing Public Education (CRPE) at the University of Washington. This volume begins with a snapshot of online charter schools operating across the country, describing their numbers, the states in which they operate, and the students they serve. The report then describes the instructional programs of online charter schools; methods used to engage students and parents, along with expectations of parental involvement; the teachers and principals of online charter schools; and their management and governance. Key findings include: (1) Student-driven, independent study is the dominant mode of learning in online charter schools, with 33 percent of online charter schools offering only self-paced instruction; (2) Online charter schools typically provide students with less live teacher contact time in a week than students in conventional schools have in a day; (3) Maintaining student engagement in this environment of limited student-teacher interaction is considered the greatest challenge by far, identified by online charter school principals nearly three times as often as any other challenge; (4) Online charter schools place significant expectations on parents, perhaps to compensate for limited student-teacher interaction, with 43, 56, and 78 percent of online charters at the high school, middle, and elementary grade levels, respectively, expecting parents to actively participate in student instruction; and (5) These findings suggest reason for concern about whether the online charter school sector is likely to be effective in promoting the achievement of its students. Appended are: (1) Survey Methods; and (2) Supplemental Table.

This National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Risk (NDTAC) practice guide examines the principle that quality education services are critical for youth involved with the juvenile justice and child welfare systems. This principle asserts that, to address the many hardships that may affect a youth's educational outcomes--trauma, changes in placement, family mobility, disabling conditions, economic disadvantage, involvement in the justice system--educators need to provide high-quality education services to provide a counterbalance to these challenges. Education is a protective factor for youth who are system involved and can help prevent future delinquency and crime. The following Quality Education Services in Practice are presented, along with strategies for each practice: (1) Practice 1: Implement Practices That Impact Teacher and Learner Outcomes; (2) Practice 2: Instruct Students in a Manner That Prepares Them for Productive Citizenship and Decision-making in the Future; (3) Practice 3: Implement Effective Transitional Practices and Services; and (4) Practice 4: Implement Policies and Practices That Prioritize Quality Education Services That Meet the Unique Needs of Youth Who Are System Involved. The following resources and examples are appended: (1) Practice 1: Implement Principles That Impact Educator and Learner Outcomes; (2) Practice 2: Instruct Students in a Manner That Prepares Them for Productive Citizenship and Decisionmaking in the Future; (3) Practice 3: Implement Effective Transitional Practices and Services; and (4) Practice 4: Implement Policies and Practices That Prioritize Quality Education Services That Meet the Unique Needs of Youth Who Are System Involved.

The purpose of this document is to summarize evidence-based, positive, proactive, and responsive classroom behavior intervention and support strategies for teachers. These strategies should be used classroom-wide, intensified for support small-group instruction, or amplified further for individual students. These strategies can help teachers capitalize on instructional time and decrease disruptions, which is crucial as schools are held to greater academic and social accountability measures for all students. The effectiveness of these classroom strategies are maximized when: (1) the strategies are implemented within a school-wide multi-tiered behavioral framework, such as school-wide positive behavioral interventions and supports (PBIS; see www.pbis.org); (2) classroom and school-wide expectations and systems are directly linked; (3) classroom strategies are merged with effective instructional design, curriculum, and delivery; and (4) classroom-based data are used to guide decision making. The following school- and classroom-level supports should be in place to optimize the fidelity and benefits of implementation. There are three main parts to this guide on classroom PBIS strategies: (1) Interactive map with corresponding tables, tools, and tips: The interactive map provides the links to the document with the content to support the implementation of the essential features of these classroom strategies; (2) Self-assessment and decision-making chart: These tools are intended to help guide the user to the parts of the document that will be most useful; and (3) Scenarios: Two scenarios are provided to extend learning and provide concrete examples of how to use classroom PBIS strategies and many of the tools suggested in this document in consortium. A short summary and references are provided at the conclusion of the document. [This technical assistance document was adapted from the PBIS Technical Brief on Classroom PBIS Strategies written by: Brandi Simonsen, Jennifer Freeman, Steve Goodman, Barbara Mitchell, Jessica Swain-Bradway, Brigid Flannery, George Sugai, Heather George, and Bob Putman, 2015.]

As part of the Canadian Teachers' Federation's (CTF) ongoing work on education-related Aboriginal issues, CTF conducted a survey to seek out the perspectives of classroom teachers on diverse topics related to Aboriginal education with a view to informing practice and policy. CTF received nearly 1,900 responses to the online survey from teachers in public elementary and secondary schools across the country. The survey, which was distributed through CTF's Member teacher organizations, was conducted in November and December 2015. Two thirds of teachers surveyed report they incorporate some issues, content, or perspectives related to Aboriginal people into their current teaching practice. Among these respondents, half reported they do this occasionally, while one third do so regularly. By far, the most frequently cited approach to introducing Aboriginal education into the school curriculum is by integrating it into courses such as Cultural Studies, History, or Geography. While the majority of teachers indicated they felt Aboriginal culture was represented in their school's curriculum, 41% said that it was somewhat represented while only 13% felt it was significantly represented in the curriculum. Among the opinions expressed by teachers were a need to connect Aboriginal content to curricular outcomes. A number of respondents expressed the need for a balance in the curriculum between teaching Aboriginal content and perspectives and teaching about other cultures in a multicultural society.

As the ACT has become part of North Carolina's mandatory testing program, SAT participation in Wake County Public School System (WCPSS) and North Carolina has declined in recent years. However, SAT performance in WCPSS remains high compared to state and national averages. In 2012-13, students in WCPSS continued to score 50-60 points higher on the SAT compared to students in North Carolina and across the nation. WCPSS students in various racial/ethnic categories continue to outperform their peers statewide and nationwide by large margins. Continued improvements in college entrance exam scores are likely to be driven by student exposure to rigorous curriculum and high-level coursework (ACT, 2013; Deng and Kobrin, 2007). Trends in performance on college entrance exams such as the SAT represent important metrics for monitoring how well the system is preparing all students for post-secondary success. Therefore, schools are encouraged to find ways to prepare all students to engage in rigorous experiences in high school.

The world is undergoing a major transformation that requires new skills and qualifications, new ways for people to know about skills and qualifications, and new ways to acquire skills and qualifications. This toolkit is about skills and qualifications, and the benefits they provide for people in a changing environment. It focuses specifically on professionals in schools, companies, training centres, employment agencies and career guidance settings. The goal is to open a dialogue with and among professionals, because it is believed that the success of policy change and reform in skills and qualifications is largely a function of the degree to which professionals are included, empowered and resourced to deliver change.

Improving early literacy is essential to increasing high school graduation rates allowing students to be successful in postsecondary education and ensuring the prosperity of all Americans, according to a report released by the National Governors Association (NGA). "A Governor's Guide to Early Literacy: Getting all Students Reading by Third Grade" examines the gap between research and policy and describes the five policy actions that governors can take to ensure all children read at grade level by the end of third grade. States can increase the number of children who are proficient in reading by third grade by including three major and widely embraced results of educational research in their efforts: (1) Differences in literacy and language development in early childhood can lead to achievement gaps as early as kindergarten; (2) Reading proficiency requires a focus on interrelated skills and knowledge taught over time; and (3) Parents, primary caregivers, and teachers have the most influence on children's language and literacy development.

Many education reporters are drawn to the beat because of its complexity and rich variety. Few topics provide such a wealth of political, business, human interest, breaking news, feature, and investigative stories. A reporter's day can start in a classroom with 4-year-olds struggling to learn to read, and end at a school board meeting with politicians struggling to get a $1 billion budget passed. As they grow in knowledge and skills, reporters begin to appreciate the intricacies of both processes--as well as the connections between them. In a beat that is so wide-ranging and evolving, reporters will inevitably differ in interests and approach. Some will become spreadsheet experts who can analyze test scores and budgets with an ease others dream of. Others will immerse themselves in classrooms and specialize in telling the frontline stories of educators and children. And some will closely track the political landscape, reporting in depth on policy debates and changes at the national, state, or local level. This guide lays out the basic standards education journalists should strive to follow, regardless of their particular specialties or areas of expertise. It draws on the comprehensive work of Oregonian reporter Bill Graves, who wrote the "Education Writers Association's" first set of standards 11 years ago. It has been updated to reflect the transformation of the industry, including the rapid growth in online journalism and social media; it has also been revised to incorporate changes on the beat, such as the rise of charter schools and online education, as well as shifts in federal education policy. The recommendations presented here should be viewed as guidelines, not rules. [This guide was made possible in part by a grant from the Ethics and Excellence in Journalism Foundation.

This report provides descriptive national data on the prevalence and characteristics of dual enrollment programs at postsecondary institutions in the United States. For this survey, dual enrollment refers to high school students earning college credits for courses taken through a postsecondary institution. The National Center for Education Statistics (NCES) previously collected data on dual enrollment and dual credit for the 2002-03 academic year from postsecondary institutions and high schools (Kleiner and Lewis 2005; Waits, Setzer, and Lewis 2005). To gather current data on dual enrollment and dual credit, NCES fielded an updated survey of postsecondary institutions on dual enrollment and a complementary survey of high schools on dual credit. The study presented in this report collected information for the 2010-11 academic year from postsecondary institutions on the enrollment of high school students in college-level courses within and outside of dual enrollment programs, and dual enrollment program characteristics. NCES, part of the Institute of Education Sciences, conducted this survey in fall 2011 using the Postsecondary Education Quick Information System (PEQIS). PEQIS is a survey system designed to collect small amounts of issue-oriented data from a nationally representative sample of institutions with minimal burden on respondents and within a relatively short period of time. Because the purpose of this report is to introduce new NCES data from this survey through the presentation of tables containing descriptive information, only selected findings are presented. These findings have been chosen to demonstrate the range of information available from the PEQIS dual enrollment study rather than to discuss all of the data collected; they are not meant to emphasize any particular issue. The findings are based on self-reported data from postsecondary institutions. Appended are: (1) Standard Error Tables; (2) Technical Notes; and (3) Questionnaire. (Contains 31 tables and 13 footnotes.)

The Annual Condition of Education Report provides a wide range of state-level data, including shifts in student populations and demographics, teacher salaries and characteristics, student achievement results, and school financial information. The report provides important metrics to the education community about the status of the education system. The data for this annual report are presented according to: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (4) Student Performance; (5) Special Education; and (6) Finance. (Contains 163 tables and 154 figures.)

The Department of Defense Education Activity (DoDEA) is committed to providing the highest quality of education to its students. One way to provide a quality education is with an effective curriculum that reflects high standards and expectations. Thus, DoDEA has developed rigorous content standards aligned with national guidelines and standards. But even the most rigorous standards cannot make schools and students successful without the support of parents. This booklet is designed to inform you, parents, of DoDEA's expectations for students in the four major curriculum areas-reading/language arts, mathematics, science, and social studies-at the prekindergarten level. These expectations are aligned with the prekindergarten curriculum that is used by the classroom teacher for daily instruction. The booklet also provides examples of what your child is learning in the classroom, and what he or she should know and be able to accomplish upon exiting prekindergarten. In addition, it provides suggestions and tips on how you can help your child at home. Resources for children are appended.

In 1999, the Gay, Lesbian and Straight Education Network (GLSEN) identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national studies of adolescents. For more than a decade, the biennial NSCS has documented the unique challenges LGBT students face and identified interventions that can improve school climate. The survey explores the prevalence of anti-LGBT language and victimization, the effect that these experiences have on LGBT students' achievement and well-being, and the utility of interventions in lessening the negative effects of a hostile school climate and promoting a positive educational experience. The survey also examines demographic and community-level differences in LGBT students' experiences. The NSCS remains one of the few studies to examine the school experiences of LGBT students nationally, and its results have been vital to GLSEN's understanding of the issues that LGBT students face, thereby informing the authors' ongoing work to ensure safe and affirming schools for all. In their 2011 survey, the authors examine the experiences of LGBT students with regard to indicators of negative school climate: (1) hearing biased remarks, including homophobic remarks, in school; (2) feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity; (3) missing classes or days of school because of safety reasons; and (4) experiencing harassment and assault in school. They also examine: (1) the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being; (2) whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and (3) how the school experiences of LGBT students differ by personal and community characteristics. In addition, they demonstrate the degree to which LGBT students have access to supportive resources in school, and they explore the possible benefits of these resources, including: (1) Gay-Straight Alliances (GSAs) or similar clubs; (2) anti-bullying/harassment school policies and laws; (3) supportive school staff; and (4) curricula that are inclusive of LGBT-related topics. Given that GLSEN has more than a decade of data, they examine changes over the time on indicators of negative school climate and levels of access to LGBT-related resources in schools. GLSEN used two methods to obtain a representative national sample of lesbian, gay, bisexual, and transgender (LGBT) youth to participate in a survey: 1) outreach through national, regional, and local organizations that provide services to or advocate on behalf of LGBT youth, and 2) targeted advertising on the social networking site Facebook. The final sample consisted of a total of 8,584 students between the ages of 13 and 20. Students were from all 50 states and the District of Columbia and from 3,224 unique school districts. About two thirds of the sample (67.9%) was White, about half (49.6%) was female, and over half identified as gay or lesbian (61.3%). Students were in grades 6 to 12, with the largest numbers in grades 10 and 11. Results from the 2011 National School Climate Survey demonstrate the ways in which school-based support--such as supportive staff, anti-bullying/harassment policies, LGBT-inclusive curricular resources, and GSAs--can positively affect LGBT students' school experiences. Furthermore, results show how comprehensive anti-bullying/harassment state laws can positively affect school climate for these students. Therefore, the authors recommend the following measures: (1) Advocate for comprehensive bullying/harassment legislation at the state and federal levels that specifically enumerates sexual orientation, gender identity, and gender expression as protected categories alongside others such as race, religion, and disability; (2) Adopt and implement comprehensive bullying/harassment policies that specifically enumerate sexual orientation, gender identity, and gender expression in individual schools and districts, with clear and effective systems for reporting and addressing incidents that students experience; (3) Ensure that school policies and practices, such as those related to dress codes and school dances, do not discriminate against LGBT students; (4) Support student clubs, such as Gay-Straight Alliances, that provide support for LGBT students and address LGBT issues in education; (5) Provide training for school staff to improve rates of intervention and increase the number of supportive teachers and other staff available to students; and (6) Increase student access to appropriate and accurate information regarding LGBT people, history, and events through inclusive curricula and library and Internet resources. Taken together, such measures can move us toward a future in which all students have the opportunity to learn and succeed in school, regardless of sexual orientation, gender identity, or gender expression. (Contains 9 tables, 82 figures and 186 notes.) [For "The 2011 National School Climate Survey: Key Findings on the Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools. Executive Summary," see ED535178.]

In 1999, the Gay, Lesbian and Straight Education Network (GLSEN) identified the need for national data on the experiences of lesbian, gay, bisexual, and transgender (LGBT) students and launched the first National School Climate Survey (NSCS). At the time, the school experiences of LGBT youth were under-documented and nearly absent from national studies of adolescents. For more than a decade, the biennial NSCS has documented the unique challenges LGBT students face and identified interventions that can improve school climate. The survey explores the prevalence of anti-LGBT language and victimization, the effect that these experiences have on LGBT students' achievement and well-being, and the utility of interventions in lessening the negative effects of a hostile school climate and promoting a positive educational experience. The survey also examines demographic and community-level differences in LGBT students' experiences. The NSCS remains one of the few studies to examine the school experiences of LGBT students nationally, and its results have been vital to GLSEN's understanding of the issues that LGBT students face, thereby informing their ongoing work to ensure safe and affirming schools for all. In their 2011 survey, the GLSEN researchers examine the experiences of LGBT students with regard to indicators of negative school climate: (1) hearing biased remarks, including homophobic remarks, in school; (2) feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity; (3) missing classes or days of school because of safety reasons; and (4) experiencing harassment and assault in school. They also examine: (1) the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being; (2) whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem; and (3) how the school experiences of LGBT students differ by personal and community characteristics. In addition, they demonstrate the degree to which LGBT students have access to supportive resources in school, and they explore the possible benefits of these resources, including: (1) Gay-Straight Alliances (GSAs) or similar clubs; (2) anti-bullying/harassment school policies and laws; (3) supportive school staff; and (4) curricula that are inclusive of LGBT-related topics. Given that GLSEN has more than a decade of data, they examine changes over the time on indicators of negative school climate and levels of access to LGBT-related resources in schools. This executive summary presents key findings from the survey. [For the full report, "The 2011 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual and Transgender Youth in Our Nation's Schools," see ED535177.]

This document contains key questions to consider when evaluating virtual charter school proposals.The insert is designed to help authorizers evaluate school quality and capacity in light of the distinctive attributes of virtual schooling. These questions address major functional areas as well essential questions that authorizers should ask of applicants for any kind of charter school. The following areas are covered: (1) Governance; (2) Targeted Student Population; (3) Curriculum & Instructional Model; (4) Assessment and Data Management; Special Education; (5) Health and Physical Education; (6) Technology; (7) Leadership, Staffing, Teaching, and Professional Development; (8) Operations; (9) Finances; (10) Performance Record; and (11) Growth Plans & Capacities. (Contains 3 footnotes.) [This insert is to be used with "School Quality in the Cloud: Guidelines for Authorizing Virtual Charter Schools," by Margaret Lin. Authorizing Matters Issue Brief. Cyber Series. October 2011.]

This playbook draws from the findings of "Gaining Ground in the Middle Grades," the largest empirical study of this grade level conducted to date. The "Gaining Ground in the Middle Grades" study was designed to find out what higher-performing schools do differently. The result is a compelling set of specific, actionable practices that set higher-performing schools apart-- regardless of student background or grade configuration. This playbook does not cover every important aspect of a middle grades education, nor is it a detailed "how-to" manual. Rather, it supplements other leadership materials to provide a broader perspective. In this spirit, the report will periodically refer to work by others that may also help students gain ground in the middle grades--and, in the process, better prepare them for high school and beyond. [For the report "Gaining Ground in the Middle Grades: Why Some Schools Do Better. A Large-Scale Study of Middle Grades Practices and Student Outcomes. Initial Research Report," see ED508673.]

This is the second and final report summarizing findings from an impact evaluation of a violence prevention intervention for middle schools. This report provides findings from the second and third years of the 3-year intervention. The U.S. Department of Education (ED) contracted with RTI International and its subcontractors, Pacific Institute for Research and Evaluation (PIRE) and Tanglewood Research, Inc., to conduct an evaluation of a hybrid intervention model that combines a curriculum-based program, Responding in Peaceful and Positive Ways (RiPP [Meyer and Northup 2002a, 2002b, 2006]), and a whole-school approach, Best Behavior (Sprague and Golly 2005). The combined intervention was administered over the course of 3 successive years. Using a randomized control trial design (with entire schools randomly assigned either to receive the intervention or not), the evaluation assessed the intervention's effects on both the full sample of students as well as on students at high risk for committing violence. After 3 years of implementation, the combined curriculum and whole-school intervention did not show impact effects on any of the student or teacher outcome measures. As the implementation results document, the programs being evaluated as part of the study were not fully implemented with complete fidelity during these 3 years. This has the potential to limit the ability to find statistically significant differences between intervention and control schools. Appendices include: (1) Survey Instruments; (2) Defining the High-Risk Student Subgroup; (3) Construction of Outcome Measures; (4) Structured Protocols for Collecting Implementation Data; (5) Statistical Precision; (6) Sample Characteristics and Baseline Measures for Year Two Participants; (7) Unadjusted Means and Standard Deviations for Impact Variables--Years Two and Three; and (8) Impact Findings From Year Two. (Contains 88 tables, 6 figures and 25 footnotes.) [For "Impacts of a Violence Prevention Program for Middle Schools: Findings after 3 Years of Implementation. Executive Summary. NCEE 2011-4018," see ED519881. For related report, "Impacts of a Violence Prevention Program for Middle Schools: Findings from the First Year of Implementation. NCEE 2010-4007," see ED509196.]

This is an abridged, summary report of selected findings from "Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress"--a comprehensive study prepared by the Council of the Great City Schools in collaboration with the American Institutes for Research (AIR) and with funding from The Bill & Melinda Gates Foundation. The purpose of this report--exploratory as it is--is to present new data on urban school districts that have made significant and consistent gains, have demonstrated high overall performance, or have not produced consistent improvements on NAEP reading and mathematics assessments at grades 4 and 8. This report examines factors that might be driving those patterns, how alignment between state or district standards and NAEP, as well as the instructional programs and other features of the districts, might be affecting results, and what may be needed to further improve urban public schooling nationwide. The study also provides a preliminary framework for how future analyses might be conducted as more city school systems participate in TUDA. The results of this exploratory study are encouraging because they indicate that urban schools are making significant academic progress in reading and mathematics and may be catching up with national averages. The findings have special import because they suggest some reasons for this progress and the steps that might be required to accelerate this headway, particularly as the new common core standards are being implemented. Research Advisory Panel and Research Panel are appended. A bibliography is included. (Contains 16 tables, 4 figures and 24 footnotes.) [For related reports, see "Addendum to Pieces of the Puzzle: Recent Performance Trends of Urban Districts--A Closer Look at 2009 NAEP Results" (ED528219) and "Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress" (ED528220).]

Every two years the Department of Defense Education Activity (DoDEA) administers the DoDEA Customer Satisfaction Survey (CSS) to all parents with children attending DoDEA schools and all 4th-12th grade students enrolled in a DoDEA school. Parents were asked to complete one survey for each school in which they had a child enrolled. The purpose of the CSS survey is to gauge the satisfaction and opinions of students and parents with DoDEA schools in comparison with parents nationally and to identify strengths and weaknesses in the services provided. The current survey was administered from Nov 1, 2010-December 20, 2010. There were 19,861 parents and 27,514 students who responded to the 2010 survey, representing approximately 24% of parents and 57% of eligible students in grades 4-12. The current response rate for parents is consistent with past response rates which have ranged from 23-25%. However, this year's response rate for students represents a significant decrease from the 2008-09 survey in which 75% of eligible students participated. The DoDEA CSS survey was designed to obtain parent and student perceptions in five major areas: (1) Overall education; (2) Student support; (3) Assessment; (4) Communication; and (5) Technology. This report provides results for DoDEA overall. [For the full report, "SY 2010-11 Customer Satisfaction Survey Results (Full Report). DoDEA Results," see ED529470.]

The Department of Defense Education Activity (DoDEA) Customer Satisfaction Survey is a biennial survey administered by DoDEA to parents and students to monitor DoDEA's success in meeting students' needs. The survey is administered every other year to sponsors with children in pre-kindergarten-12th grade and to students in grades 4-12. For the 2010-2011 survey, 19,861 sponsors and 27,514 4th-12th grade students responded to the survey. These statistics represent an approximate response rate of 24% of eligible sponsors (down 1% from the previous survey) and 57% of eligible students (down 18% from the previous survey). Participation was voluntary and maximum participation was encouraged in order to obtain reliable and valid data. Questions posed in the survey related to school issues such as overall education, assessment, technology, student support, and communication. [For "DoDEA 2010-11 Customer Satisfaction Survey. Executive Summary," see ED529469.]

In 2006, the Bill & Melinda Gates Foundation launched the Early Learning Initiative (ELI) to improve the school readiness of Washington State's children through three main strategies: (1) development of high-quality, community-wide early learning initiatives in two communities; (2) enhancement of statewide systems that support early learning; and (3) support for implementation of promising practices. The foundation joined with other private funders and state officials to form Thrive by Five (Thrive) Washington to energize development and support of high-quality early learning opportunities for all children in the state. In tandem with the formation of Thrive, the Gates Foundation sought two communities with a high level of need for early learning services and the capacity to develop and implement high-quality, community-wide early learning initiatives. The Gates Foundation selected East Yakima, a neighborhood in the central Washington community of Yakima, and White Center, an unincorporated area just outside Seattle. Thrive has worked with an intermediary agency in each community to develop and implement the initiative. Educational Service District 105, through its Ready by Five project, serves as the intermediary in East Yakima. In White Center, Puget Sound Educational Service District (PSESD) serves as the intermediary for the White Center Early Learning Initiative (WCELI). Thrive, the two communities, and other stakeholders worked closely with the Washington State Department of Early Learning (DEL) to develop Seeds to Success, a child care quality rating and improvement system (QRIS). In spring 2009, Thrive, Ready by Five, and Child Care Resources (PSESD's partner in White Center) began a six-month field test of a streamlined version of the DEL QRIS, referred to as the Seeds to Success Modified Field Test (Seeds). This report provides a detailed description of Seeds. Chapter II provides an overview of the impact and implementation studies that comprised the evaluation; specifically, the authors describe the study designs, data collection processes, and analysis methods. In Chapter III, they present findings from the impact evaluation. In Chapter IV, they discuss findings from the implementation study. Chapter V presents lessons learned about implementing the Seeds model. Appendix A contains additional details about the evaluation methodology. Appendices include: (1) Methodological and Technical Details; and (2) Distribution of Mean ERS and Arnett CIS Scores. (Contains 3 boxes, 36 tables, 10 figures and 41 footnotes.) [This report was submitted to the Bill & Melinda Gates Foundation.]

Online learning continues to grow rapidly across the United States and the world, opening new learning opportunities for students and families. Informed estimates put the number of K-12 students in online courses at over 1 million, as parents and students are choosing online courses and schools for a variety of reasons that grow out of their individual needs. They may seek courses that otherwise would be unavailable at the local school; options to learn at the student's own pace; or accelerated coursework or a class to make up for lost credit. Students who have benefited from virtual schooling include those who have not had success in the traditional school setting, those who wish to learn in a manner that is individualized to their own learning style and pace, with medical conditions that make traditional schooling difficult, teen parents, student athletes, performers and children of military personnel who move frequently. In addition, some states now require an online learning experience as a condition for high school graduation, and even absent this requirement, online courses help prepare students for college and career. Most universities have embraced online learning and many employers use web-based technologies to teach workplace skills. With this growing interest from students and parents, the number of online learning providers continues to grow as well, ranging from state virtual schools, to online charter schools, to the student's district of residence. These options may be public or private, full-time or supplemental, fully online or a blend of online and classroom instruction, creating a potentially bewildering array of options from which students and parents can choose. This guide will assist parents in understanding what online learning is and in selecting the right online school, program or course. (Contains 8 footnotes and 1 figure.)

To raise the achievement of every student, Maryland designed "Achievement Matters Most," a plan for public schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. Achievement Matters Most supports Maryland schools' efforts to meet the goals of the federal No Child Left Behind (NCLB) Act. This guide for parents of Maryland school students discusses: (1) Maryland's state testing and reporting processes; (2) Programs available to support student achievement; (3) Ways parents can be involved in their child's education; (4) Help for children with disabilities and special needs; and (5) Programs to help plan for a child's future. Online links for additional information are included. [For previous edition of this document, see ED502200.]

For 21 years the Annual Condition of Education Report has helped the Iowa Department of Education meet its goal, providing valuable information on everything from enrollment to student performance, from the teachers to finances to the demographics. The data for this annual report are presented according to: (1) Background Demographics; (2) Enrollment; (3) Staff; (4) Program; (5) Student Performance; and (6) Finance. (Contains 168 tables and 136 figures.)

The International Civic and Citizenship Education Study (ICCS) studied the ways in which countries prepare their young people to undertake their roles as citizens. ICCS was based on the premise that preparing students for citizenship roles involves helping them develop relevant knowledge and understanding and form positive attitudes toward being a citizen and participating in activities related to civic and citizenship education. These notions were elaborated in the ICCS framework, which was the first publication to emerge from ICCS (Schulz, Fraillon, Ainley, Losito, & Kerr, 2008). This report of results from ICCS documents differences among countries in relation to a wide range of different civic-related learning outcomes, actions, and dispositions. It also documents differences in the relationship between those outcomes and characteristics of countries, and in the relationship of these outcomes with student characteristics and school contexts. ICCS considered six research questions concerned with the following: (1) Variations in civic knowledge; (2) Changes in content knowledge since 1999; (3) Students' interest in engaging in public and political life and their disposition to do so; (4) Perceptions of threats to civil society; (5) Features of education systems, schools, and classrooms related to civic and citizenship education; and (6) Aspects of students' backgrounds related to the outcomes of civic and citizenship education. ICCS gathered data from more than 140,000 Grade 8 (or equivalent) students in more than 5,300 schools from 38 countries. These student data were augmented by data from more than 62,000 teachers in those schools and by contextual data collected from school principals and the study's national research centers. Each chapter contains footnotes. (Contains 103 tables and 24 figures.) [Funding for ICCS was provided by the European Commission Directorate-General for Education and Culture, in the form of a grant to the European countries participating in the project, and the Inter-American Development Bank through SREDECC (Regional System for the Evaluation and Development of Citizenship Competencies).]

Each school year, the School Climate Survey is administered to gather information on the perceptions that students, their parents, and school staffs hold concerning their schools and their performance. In 2008-2009, the survey was distributed to approximately 90,200 parents, 54,200 elementary, secondary, and adult students, and 25,000 staff. In addition to providing information to the public, survey results are intended to assist schools in the identification of priorities for their annual School Improvement Plans, and to track trends for the Districtwide Scorecards. This year, in an effort to make the data more readily accessible to district administrators, the Department of Research Services is providing this special School Climate Factors report. A factor analysis was performed on each of the survey form types (Staff, Student, and Parent) separately. Examining the correlations among the survey items revealed that there was significant overlap among various subgroups of items--questions about school administrators tended to correlate with each other, questions about safety issues correlated with each other, and so on. The statistical procedure objectively revealed the number and composition of the underlying factors for each survey. It was then possible to combine the scores from the common items into summary factor scores. To best understand what the factors represent conceptually, one need only refer to the items that were combined to produce the factor scores which are presented in tables at the end of the report.

The Department of Defense Education Activity (DoDEA) Customer Satisfaction Survey is a biennial survey administered by DoDEA to parents and students to monitor DoDEA's success in meeting students' needs. The survey is administered every other year to sponsors with children in pre-kindergarten--12th grade and to students in grades 4-12. For the 2008-2009 survey, 18,075 sponsors and 35,370 4th-12th grade students responded to the survey. Participation was voluntary and maximum participation was encouraged in order to obtain reliable and valid data. Questions posed in the survey related to school issues such as overall education, assessment, technology, student support, and communication.

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Infant-Toddlers. Individual sections contain glossaries. (Lists 76 resources.)

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines and within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Pre-Kindergarten. Individual sections contain glossaries. (Contains a list of 76 resources.)

Teachers of very young children have the awesome task of providing rich information and experiences that build skills and understanding in the context of every day routines "and" within intentionally-designed play opportunities that capture children's interests, wonder and curiosity so they want to know more. Pennsylvania's learning standards join hand-in-hand with the learning environment; the responsive relationships that have been built with children, families and the community; the age, cultural and linguistically-appropriate curriculum; and the practices being used to assess children, classrooms and programs to create the best possible experiences for learning success. The Department of Education and the Office of Child Development and Early Learning utilize a Standards Aligned System (SAS) that links the elements of instruction, materials and resources, curriculum framework, fair assessment and interventions, and learning standards to children's engagement in learning and their school success. Within all of Pennsylvania's Early Childhood Standards, the Key Learning Areas define the domains or areas of children's learning that assure a holistic approach to instruction. This paper presents the learning standards comprising the Pennsylvania's Early Childhood Standards for Kindergarten. Individual sections contain glossaries. (Contains 76 resources.)

American high schools have a major gap to close--a gap that threatens not only the future of the students they serve but of the nation as well. At a time when postsecondary education or training has increasingly become a must for young people, most students continue to leave high schools unprepared to pursue those options. Until recently, there has not been an agreed-upon, overarching goal for high school. Most students see the goal as college, but many policymakers at the state and district level have been content with a more basic set of standards that leaves too many students short of college-ready. Educators vary dramatically in how they see or prioritize the goals. Some do a superb job preparing students for postsecondary opportunities. Others are focused inordinately on preparing students for tests, while others prefer not to be bothered by system-wide standards or goals and focus instead on their own favored topics and units. Still others are simply focused on getting through the year. This report is a guide for state policymakers who know that, while coherence in standards, coursework, assessments, and accountability is not everything, it is unlikely that high schools will orient themselves toward college and career readiness for all students unless fundamentals are met. This guide is organized around what is thought of as "a new set of basics" for what states have to get right at the high school level: standards, course requirements, curriculum and teacher support materials, aligned assessments, and an information/accountability system that supports real-time action from critical players. In each area there is a brief rationale and a set of questions that will provide structure for the hard work of rethinking how states can create a stronger foundation for high school improvement.