School Improvement & Reform. Your browser does not support JavaScript! This site uses JavaScript but is fully functional without it. Student & School Support – VDOE Announces New Annual Reading & Math Objectives – The offers updates, kudos, and a new feature created especially for principals with a timeline of important milestones. Be sure to check it out on the School Improvement News . The is a web-based data analysis and reporting tool being developed for schools and divisions. Virginia Dashboard Training Virginia Dashboard recorded webinar – for technology staff and administrators Information on the state contract for this tool (PDF) Frequently Asked Questions (PDF) from webinars held September 19-22, 2011 Availability of a New Web-based Data Analysis and Reporting Tool – Superintendent's Memo #222-11, Aug. 12, 2011 DataCation Training – Setting Metrics and Creating Groups (PPT) Professional Development The Virginia Department of Education presents a training event, .
School Improvement & Reform - Virginia Early Warning System. Your browser does not support JavaScript!
This site uses JavaScript but is fully functional without it. School Improvement & Reform In February 2009, the Board of Education strengthened Virginia’s accountability program by: Requiring high schools – beginning with the 2011-2012 school year – to meet an annual benchmark for graduation. Revising Virginia's accreditation standards to create a graduation and completion index for high schools The Virginia Early Warning System (VEWS) relies on readily available data – housed at the school – to predict which students are at risk for dropping out of high school; target resources at the school- and division-level to support students not on track to graduate while they are still in school and before they drop out; examine patterns and identify school climate issues that may contribute to disproportionate dropout rates.
Virginia Early Warning Tool Interface (EWTI) VEWS Tool Materials & Training Resources. Home. Bridging Differences. NEA Friend of Education Diane Ravitch's Speech. Thank you, John Wilson.
Thank you, all my friends in the NEA. Thanks to all my new friends in Colorado and Massachusetts and California. Thank you so much, California. The first time I spoke about my book was before the NEA scholars group in October. But the first time I went public was in San Jose, California. Let me first thank you so sincerely for this honor. Next, I would especially like to thank Camille Zombro of San Diego. Well, it’s kind of amazing that this convention is being held in New Orleans. Since my book appeared in early March, I have started out on what I thought would be a conventional book tour, but it really has turned into a whistle-stop campaign. And in all of this time, aside from the right-wing think tanks, I haven’t seen met a single teacher who likes what’s happening?
Wherever I went, I met teachers who understood that there is a rising tide of hostility to teachers, to the teaching profession, and to teachers’ unions. The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education (9780465014910): Diane Ravitch. The Future of High School Reform. In October, a panel of experts discussed the future of high school reform at the first U.S.
News and Intel education summit held at the National Press Club in Washington. Led by moderator Andrew Rotherham, cofounder of the Education Sector think tank and author of the Eduwonk blog, the panleists discussed everything from the impact of charter schools to the future of No Child Left Behind. What do you see happening today that's encouraging, and what do you see happening today that causes you some concern?
MICHAEL COHEN, president of Achieve: I think the most encouraging development with respect to high school reform in the last several years is a growing clarity in consensus around the mission of high schools. How does that—sort of the challenges Mike laid out and the vision that he sees—how does that dovetail or not dovetail with what you're seeing right here in D.C., one of the real ground zeroes for reform right now? Research Center: High School Reform. America's New Civil Rights Movement: Education Reform, Public Charter Schools and No Child Left Behind by Jay Augustine. United Theological SeminaryMarch 1, 2012 Louisiana Bar Journal, Vol. 59, No. 5, pp. 340-343, February/March 2012 Abstract: In Brown v.
Board of Education, the Supreme Court placed access to educational opportunities at the heart of the twentieth century Civil Rights Movement. Moreover, in Grutter v. While the concept of education reform is not new, the socioeconomic realities of recent years beg the question of whether the Court’s philosophical position has been compromised by so-called failing public schools. As January 2012 marked the 10-year anniversary of the No Child Left Behind Act becoming federal law, this Article was written to explore the concept of education reform, in light of the civil rights history surrounding education, and argue Congress should strengthen NCLB to truly give contemporary meaning to Brown’s philosophical position.
Sustained Positive Effects on Graduation Rates Produced by New York City's Small Public High Schools of Choice. Policy Brief. During the past decade, New York City undertook a district-wide high school reform that is perhaps unprecedented in its scope, scale, and pace.
Between fall 2002 and fall 2008, the school district closed 23 large failing high schools (with graduation rates below 45 percent), opened 216 new small high schools (with different missions, structures, and student selection criteria), and implemented a centralized high school admissions process that assigns over 90 percent of the roughly 80,000 incoming ninth-graders each year based on their school preferences. At the heart of this reform are 123 small, academically nonselective, public high schools. Each with approximately 100 students per grade in grades 9 through 12, these schools were created to serve some of the district's most disadvantaged students and are located mainly in neighborhoods where large failing high schools had been closed.
Hence, they provide a realistic choice for students with widely varying academic backgrounds.