The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-20 education policy and practice. Our work is peer-reviewed and open-access. Read more about what we do.
Patrick McGuinn (Drew University) draws lessons from six Race to the Top states who have worked to implement new teacher evaluation systems since 2012. What can other states learn from their experiences? What should policymakers pay attention to in these states?
It has been three years since Race to the Top grant-winning states piloted new teacher evaluation systems and many of them have made considerable progress, yet according to media coverage and a Government Accountability Office report published in April 2015, struggles remain and most grantees have asked to extend the timetables for completing this work. Given the enormous importance and complexity of these reforms — and the fact that states vary widely in the timing, approach, and success of their implementation work — this is an excellent opportunity to assess the progress that has been made and identify where challenges persist. It is imperative that states learn from one another during this implementation stage, and this brief from Patrick McGuinn (Drew University) serves to facilitate the discussion by highlighting what is and is not working in the Race to the Top states.
This policy brief examines the evolution of the educational leadership development system in England to see what ideas American leaders and policymakers might take from looking transnationally. The brief
is based on a more in-depth examination of that leadership development system described in a CPRE research report entitled Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of
Leadership Development in England and What It Might Mean for American Education.
This document is the second in a series of three reports based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents results from the impact and implementation studies conducted over the 2012-2013 school year—the third year of the scale-up effort and the second full year of the evaluation.
The Common Core has become a flashpoint at the nexus of education politics and policy, fueled by ardent social media activists. To explore this phenomenon, this innovative and interactive website examines the Common Core debate through the lens of the influential social media site Twitter. Using a social network perspective that examines the relationships among actors, we focus on the most highly used Twitter hashtag about the Common Core: #commoncore. The central question of our investigation is: How are social media-enabled social networks changing the discourse in American politics that produces and sustains social policy? Visit www.hashtagcommoncore.com to view the research and join the conversation.