Credit recovery, or the practice of enabling high school students to retrieve credits from courses that they either failed or failed to complete, is at the crossroads of two big trends in education: the desire to move toward “competency based” education and a push to dramatically boost graduation rates. Using newly released credit recovery data from the Office for Civil Rights and demographic data from the National Center for Education Statistics, the analysis generates results at the national, state, and local levels.
This report presents the Federal government’s five-year strategic plan for STEM education, based on a vision for a future where all Americans will have lifelong access to high-quality STEM education and the United States will be the global leader in STEM literacy, innovation, and employment. The plan accordingly strengthens the Federal commitment to equity and diversity, to evidence-based practice, and to engagement with the national STEM community through a nationwide collaboration with learners, families, educators, communities, and employers.
Jointly developed by the Assessment Work Group and researchers from the RAND Corporation's Assessment Finder project, this report provides school and district leaders and implementation teams with guidance on how to choose and use social and emotional learning (SEL) competency assessments. It also discusses the benefits and challenges of measuring SEL competencies, what to consider when choosing an SEL competency assessment, and guidance for using SEL competency data in practice.
For decades, the federal Free and Reduced-Price Lunch (FRL) program run by the U.S. Department of Agriculture has been used as a proxy to identify economically disadvantaged students. Participation in that program has been limited to students from low-income families, defined as those earning below 185 percent of the federal poverty line. FRL has been wildely used in state school funding formulas and accountability systems to identify at-risk children.
States had to choose at least one indicator of school quality or student success to consider alongside test scores in gauging school performance. At least five states decided to use the arts—either access to classes or some other indicator—to fulfill this requirement.