The Council of Chief State School Officers (CCSSO) released a report highlighting the impact that targeted, iterative, and regular observation and feedback can have on improving teaching practice. The report also highlights the need to provide specialized support for teachers with ELs in their classrooms. It then turns to a description of the process that the two working groups engaged in to produce tools and concludes with the competencies that well-prepared teachers of ELs should demonstrate.
The U.S. Department of Education released final non-regulatory guidance to support school districts’ compliance with the requirement that federal funds supplement, and do not supplant, state and local funds, under section 1118 of Title I, Part A of the Elementary and Secondary Education Act (ESEA) as amended by the Every Student Succeeds Act (ESSA). The guidance explains how ESSA changed the longstanding requirement in order to reduce administrative burden, simplify compliance, and promote effective spending.
In order to comply with the new supplement not supplant requirement, a school district need only show that its methodology to allocate state and local resources to schools does not take into account a school’s Title I status. For many school districts, the requirement can be met using the school district’s current methodology for allocating state and local resources.
The Center on Education Policy at the George Washington University collected data on the number of CSI, TSI, and ATSI schools from state education agency web sites. In late April, they reached out to state education agencies to verify the numbers found. Four states (AL, AK, HI, OH) did not respond to the request for verification; one state (OK) indicated that its list of schools would be available in late May; one state (ME) reported that they are in the process of submitting an amendment to their state ESSA plan and has not yet identified schools; and one state (Vermont) will make determinations in late 2019. These caveats reveal that getting firm numbers about how states are identifying low-performing schools is a somewhat of a moving target.
The National Center for Education Statistics (NCES) released the latest results of the National Indian Education Study (NIES). The NIES is designed to describe the condition of education for fourth- and eighth-grade American Indian and Alaska Native (AI/AN) students in the United States. NIES is conducted under the direction of the National Center for Education Statistics on behalf of the U.S. Department of Education’s Office of Indian Education.
This follow-up report focuses on two major concerns that have been raised throughout the first decade of NIES:
- What contextual factors are associated with higher- and lower-performing AI/AN students on NAEP mathematics and reading assessments?
- How do AI/AN students see themselves in terms of their Native languages, culture, and aspirations for the future?
The National Center for Education Statistics (NCES) released a report examining the distribution of Title I funds to understand how the current formulas affect various types of districts, such as large or small districts, those in poor or rich areas, and those in urban or rural areas. The report compares districts across the 12 NCES geographic locales, ranging from large cities to remote rural areas.
The Center on Standards and Assessment Implementation (CSAI) released a protocol document to support districts and schools through curriculum design, review, and revision processes, that includes guiding questions and resources that can be used to support development or evaluation of existing curriculum design, review, and revision processes and instructional materials.
American Institutes for Research (AIR) and its partners—the Association for Career and Technical Education (ACTE), JFF, and Vanderbilt University are the network leads on the new CTE Research Network. The network promotes and disseminates high‑quality studies examining the impact of CTE.
CTE prepares students with academic, technical, and employability skills for success in the workplace and in further education. Most high school students take at least one CTE course, and postsecondary students commonly pursue credentials in CTE. However, more research is needed to understand the effects of CTE on student outcomes. The CTE Research Network seeks to meet this need by increasing the number of CTE impact studies and strengthening the capacity of the field to conduct and use rigorous CTE research.
WIDA released a report summarizing findings from a recent study exploring the potential long-term English learner (LTEL) population across 15 geographically-representative WIDA member states during the period 2009-10 through 2014-15. The findings highlight a continuing need for research that rejects an overly simplistic understanding of the LTEL designation. Additionally, future research should more carefully examine how educational systems, practices, and policies structure the experiences and diverse trajectories of students identified as LTELs.