December 16, 2009
Vol. 29, Issue 15
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Few districts have tried to connect their systems to professional development, teacher promotion, and compensation.
The Center on Education Policy says its report raises questions about the Education Department's strategies for turning around low-performing schools.
With at least 20 governorships set to turn over, the continuity of states’ reform efforts loom large.
The National Board for Professional Teaching Standards says it has raised money and is moving toward a 2011 launch.
News in Brief
News in Brief
The District of Columbia and San Diego make gains, while Detroit and other districts lag behind.
Whether public colleges and universities can deny recognition to groups that limit membership could have implications for K-12.
Researchers cited the lack of an industry standard in teachers' preparation and in preschool programs as causes of the difficulty.
An examination of three off-the-shelf designs for improving schools finds learning gains for the two with more-prescriptive approaches.
Best of the Blogs
Grant-competition rules that give states extra points for joining the common-standards push amount to federal intrusion, some argue on Capitol Hill.
The appropriations measure gains steam, even as lawmakers and the Obama administration mull the prospect of a new jobs package.
PAGE 16 - In Perspective
The model blends school reform, social support, and an early warning system to help students stay on track to graduation.
PAGE 20 - Commentary
Drawing from a recent study, Cheryl Almeida, Robert Balfanz, and Adria Steinberg tell how new federal funds can be effective.
Reluctance to reform tenure policies will undercut efforts to improve teacher effectiveness, writes Paul S. Sutton.
PAGE 21 - Commentary
As states complete their applications for the federal program, Yong Zhao offers a tongue-in-cheek guide to winning strategies.
PAGE 28 - Commentary
Kim Marshall cites nine reasons why merit pay is an ineffective strategy for improving teaching and learning.
FOUNDATION SUPPORT: Coverage of specific topics in Education Week is supported in part by grants from the Annenberg Foundation, the Bill & Melinda Gates Foundation, the Carnegie Corporation of New York, the Eli and Edythe Broad Foundation, the Ewing Marion Kauffman Foundation, the Ford Foundation, the Joyce Foundation, the Pew Charitable Trusts, the Spencer Foundation, the Wallace Foundation, and the William and Flora Hewlett Foundation. The newspaper retains sole editorial control over the content of the articles that are underwritten by the foundations.
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