Released January 2013. The notion of identifying successful schools and encouraging their expansion seems straightforward and logical. But in the charter school context, the desirable goal of better outcomes for students immediately encounters a set of three hurdles, detailed in this report from the Center for Research on Education Outcomes (CREDO). There is a growing body of research, including prior work from CREDO, showing that the performance of charter schools varies widely, even after state policy differences are taken into account. The research shows that to date, high-performing charter schools are in the minority. Since these studies are typically a snapshot of performance over a period of time, the question of how schools' quality changes over time is left unanswered.
Released December 2012. In this report, Hanover Research examines four aspects of performance-based compensation: pay for performance systems, evaluating teachers of non-tested subject areas, evaluator training and reliability of evaluation ratings, and student and teacher outcomes. Although the research is based on public school systems, elements may be applicable in a private school setting.
Released November 2012. In the following report, Hanover Research summarizes best practices for implementing a block schedule at the middle school level. To begin, this report discusses the basic tenets of block scheduling and identifies several different block scheduling models. Following this, the report briefly covers several issues related to student instruction and curriculum associated with block scheduling, as well as issues related to the implementation of block scheduling. The report concludes with a discussion of teacher teaming, a practice which has been recommended by a number of educators, researchers, and experts.
Voluntary Guidelines for States: Development and Implementation of a School Environmental Health Program
Released October 2012. The U.S. Environmental Protection Agency (EPA) has developed these voluntary guidelines to assist states in establishing and implementing environmental health programs for K-12 schools in accordance with the Energy Independence & Security Act of 2007. In carrying out this statutory mandate, EPA, along with its federal partners, developed these guidelines to help states establish the infrastructure needed to support schools in implementing school environmental health programs. The practices recommended within these guidelines can also be applied, with appropriate adaptation, to a wide range of school-related institutions, including child care and early learning centers.
This short checklist is designed to help you enhance security on your school's campus facilities, both external and internal building areas. The list is meant only as a launching point to fully develop your risk management plans for your specific facilities.
NAEP has consistently demonstrated how the performance of students in private schools compares positively to that of students in public schools and the rest of the nation. Without the participation of private schools in NAEP, any report of trends in student achievement at the elementary, middle, and high school levels would be incomplete. More than 1,600 private schools will be selected to participate in the NAEP 2011 assessment. NAEP will be administered between January 24 and March 4, 2011, to a sample of fourth-grade students in mathematics and reading, and eighth-grade students in mathematics, reading, and science. Individual students within sessions will be assessed in mathematics, reading, or science. A small number of students in some schools will be assessed in a computer-based writing assessment for eighth- and twelfth-graders. In addition, NAEP will select an oversample of private schools for 2011 to produce reportable results in mathematics and reading at grades 4 and 8 for four groups: Catholic, Lutheran, Conservative Christian, and Other Private schools.
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