Data-Driven Improvement

PreK-3rd: Next Steps for State Longitudinal Data Systems

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Currently, some state governments are building longitudinal data systems that aim to: provide information on teachers and programs; identify students who would benefit from intervention and other services; evaluate programs, schools, principals, and teachers; and inform local and state policy decisions. It is essential that PreK data be included in these systems so that we […]

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Evaluating P-3 Reforms

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This paper is intended to help stakeholders in ECE and elementary education think about how to use evaluation at different stages in the development of a P-3 effort. This brief spells out when and how to use evaluation, what kind of evaluation to use in order to maximize its utility, and the type and level of

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Watching Teachers Work: Using Observation Tools to Promote Effective Teaching in the Early Years and Early Grades

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A growing number of policymakers are searching for new approaches to identify good teaching, promote it, and reward it. In the birth-to-five world, many states have developed Quality Rating and Improvement Systems (QRIS) that identify, rate, and enhance the quality of programs based on a wide array of criteria, such as adult-child ratios and how

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Turning the Page: Refocusing Massachusetts for Reading Success

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This report exposes the high costs of childhood reading failure and examines external and in-school barriers to reading achievement within the Commonwealth of Massachusetts. Recommendations featured in this report include the need to conduct early and ongoing assessments of children’s language and reading and of the quality of services and supports; bring language-rich, rigorous and

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