WorldCat Identities

National Education Policy Center (University of Colorado Boulder)

Overview
Works: 8 works in 9 publications in 1 language and 186 library holdings
Genres: Periodicals 
Publication Timeline
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Most widely held works by National Education Policy Center (University of Colorado Boulder)
The Obama education blueprint : researchers examine the evidence( Book )

2 editions published in 2010 in English and held by 174 WorldCat member libraries worldwide

Good Discipline : Legislation for Education Reform by Daniel J Losen( )

1 edition published in 2011 in English and held by 3 WorldCat member libraries worldwide

This brief is a companion to the policy brief entitled, "Discipline Policies, Successful Schools and Racial Justice," which reviewed the research on disciplinary exclusion from school and made several recommendations, including the following three for seeking policy change through legislation: (1) Federal and state policy should require the "annual" collection and reporting of a wide range of school discipline data to the public, at the school, district and state levels, disaggregated by race, ethnicity, gender, disability status, English learner status and socio-economic status; (2) Accountability systems that evaluate schools and districts should consider multiple indicators of performance, including rates of disciplinary exclusion from school. Where persistently poor academic performance triggers interventions, the interventions should consider improvements to discipline policies and practices; and (3) Legislation should help ensure that effective systemic approaches, such as school-wide systems of positive behavioral supports, as well as support for individual teachers to improve classroom management skills, are provided at the level of schools and districts. This brief provides an array of specific legislative proposals to effectuate these recommended changes at the federal and state levels. Part I begins with specific ways to improve the collection, public reporting and use of school discipline data, including ways to amend the Elementary and Secondary Education Act, that are sensitive to the political realities. One recommended approach would be to increase the public reporting of data at the school and district level that federal law and regulations already requires states to collect. Part II explores ways in which federal and state legislation could make the overuse of discipline a more central part of our evaluation of school and district performance. Ideally, unusually high suspension rates would signal greater attention and even trigger support for the lowest performing schools within each state. Part III provides concrete suggestions for federal and state legislation to foster greater support for district investment in system-wide positive behavioral supports, as well as support for professional development to improve teachers' classroom and behavior management. One theme running throughout this brief is that advocates should give full consideration to the relevant federal and state statutes already in existence. In some cases it may be advantageous for those seeking changes to federal law to consider extant state laws. In other cases, states may benefit by codification of federal requirements pursuant to the "The Elementary and Secondary Education Act" (ESEA) and "The Individuals with Disabilities Education Act" (IDEA), both of which are discussed. Codifying federal statutory and regulatory requirements in state law can give the federal directives far more visibility and force and enable state and local advocates more opportunities. Appended are: (1) Federal Data Requirements; (2) Maryland State Law Requiring Positive Behavioral Interventions and Support Program when suspension rates exceed a certain level; (3) The Act's provisions focused on training and development of teachers and principals are found in Title II of the Act; and (4) Fixing other problematic incentives in ESEA accountability. (Contains 1 table and 59 notes.) [For related reports, see: (1) "Federal Policy Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet" (ED524713); (2) "School Discipline: What the Research Tells Us--Myths and Facts. NEPC Discipline Resource Sheet" (ED524710); (3) "Discipline Policies, Successful Schools, and Racial Justice" (ED524711); (4) "Good Discipline: Legislation for Education Reform. Appendices" (ED524715); and (5) "State Legislative Recommendations to Promote Fair and Effective School Discipline. NEPC Discipline Resource Sheet" (ED524712).]
Safe at school : addressing the school environment and LGBT safety through policy and legislation by Stuart Biegel( )

1 edition published in 2010 in English and held by 2 WorldCat member libraries worldwide

Lesbian, gay, bisexual, and transgender (LGBT) students face a unique set of safety concerns each day. Over 85% report being harassed because of their sexual or gender identity, and over 20% report being physically attacked. Far too often teachers and administrators do nothing in response. In part because of this, the suicide rate for LGBT students continues to be 3-4 times higher than that of their straight counterparts, and in some parts of the country LGBT runaways may comprise up to 40% of the entire teen homeless population. Advances in law and policy have helped lead to much more fulfilling and productive lives for many LGBT persons, but the problems facing LGBT youth in America's public schools are still substantial. Gay and gender-non-conforming students continue to be confronted with challenges that can become overwhelming. Court records and academic research reveal a highly troubling pattern of mistreatment, negative consequences, and a dramatic failure on the part of many educational institutions to adequately address LGBT-related issues and concerns. This brief describes those issues, presents concrete policy recommendations, and then offers model statutory code language to implement many of those recommendations. Among other things, this brief documents: (1) Recurring examples of traumatic peer mistreatment, often with faculty complicity; (2) The resulting harm to the academic achievement and aspirations of LGBT students; (3) Lives lost, both directly through assaults and indirectly through suicide; (4) LGBT runaway rates and teen homelessness rates that remain disproportionately high; and (5) The particular ongoing challenges faced by LGBT students of color. A list of references is included. (Contains 77 notes.) [This paper was produced in collaboration with the Williams Institute in the University of California, Los Angeles Law School.]
Discipline policies, successful schools, and racial justice by Daniel J Losen( )

1 edition published in 2011 in English and held by 2 WorldCat member libraries worldwide

"This policy brief reviews what researchers have learned about racial disparities in school discipline, including trends over time and how these disparities further break down along lines of gender and disability status."--Executive summary
Online K-12 schooling in the U.S. : uncertain private ventures in need of public regulation by Gene V Glass( Book )

1 edition published in 2011 in English and held by 2 WorldCat member libraries worldwide

Over just the past decade, online learning at the k-12 level has grown from a novelty to a movement. Often using the authority and mechanism of state charters, and in league with home schoolers and other allies, private companies and some state entities are now providing full-time online schooling to a rapidly increasing number of students in the U.S. Little or no research is yet available on the outcomes of such full-time virtual schooling. Partial or--blended approaches to virtual education, however, have existed for some time and have been studied fairly extensively. These approaches provide virtual courses in certain areas (math, English, and social studies, for example), and research has shown the virtual courses to produce test scores comparable to those from conventional, face-to-face courses. While such research is useful, it tells us little about scaling up from isolated courses to full-time virtual schooling. Some areas of the curriculum (the arts, for example) are likely beyond the successful reach of these new arrangements. And research thus far has offered little information about outcomes beyond scores on written tests. Moreover, the rapid growth of virtual schooling raises several immediate, critical questions for legislators regarding matters such as cost, funding, and quality. Virtual education presents policy challenges to governments at all levels, from local school boards to the federal government. However, the challenges are particularly acute for states, because states bear responsibility for sanctioning and chartering online providers. Therefore, this policy brief is accompanied by model statutory code language to addresses the issues raised by research and discussed in the main body of this brief. (Contains 70 notes.)
Financing online education and virtual schooling : a guide for policymakers and advocates by Bruce D Baker( Book )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

Virtual schools in the U.S. 2013 : politics, performance, policy and research evidence by Gary Miron( )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

"Virtual Schools in the U.S. 2013: Politics, Performance, Policy, and Research Evidence is the first in a planned series of annual reports from NEPC. These reports will analyze the performance of full-time, publicly funded K-12 virtual schools; describe key policy issues raised by virtual education; assess the research evidence that bears on K-12 virtual teaching and learning; and provide research-based recommendations to help guide policymaking"--Page [i]
Annual report on schoolhouse commercializing trends( )

in English and held by 1 WorldCat member library worldwide

 
Audience Level
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Audience Level
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  Kids General Special  
Audience level: 0.48 (from 0.02 for Financing ... to 0.77 for Discipline ...)

The Obama education blueprint : researchers examine the evidence
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Alternative Names

controlled identityUniversity of Colorado Boulder. Education and the Public Interest Center

NEPC

University of Colorado Boulder. National Education Policy Center

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