Race to the Top: Implementation and Relationship to Student Outcomes. NCEE 2017-4001

Autor/inn/en	Dragoset, Lisa; Thomas, Jaime; Herrmann, Mariesa; Deke, John; James-Burdumy, Susanne; Graczewski, Cheryl; Boyle, Andrea; Tanenbaum, Courtney; Giffin, Jessica; Upton, Rachel
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Race to the Top: Implementation and Relationship to Student Outcomes. NCEE 2017-4001
Quelle	(2016), (267 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Federal Programs; Grants; Federal Legislation; Educational Policy; Educational Practices; Academic Achievement; Interviews; Program Effectiveness; Academic Standards; Educational Assessment; Teacher Competencies; School Turnaround; Charter Schools; Leadership Qualities; Correlation; English Language Learners; Educational Change; State Regulation; National Competency Tests; Grade 4; Grade 8; Mathematics Achievement; Reading Achievement; Educational Legislation; Federal Aid; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Bundesrecht; Politics of education; Bildungspolitik; Bildungspraxis; Schulleistung; Interviewing; Interviewtechnik; Education; assessment; Bewertungssystem; Lehrkunst; Charter school; Charter-Schule; Führungseigenschaft; Korrelation; Bildungsreform; Staatliche Lenkung; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Bildungsrecht; Schulgesetz
Abstract	Race to the Top (RTT), one of the Obama administration's signature programs and one of the largest federal government investments in an education grant program, received $4.35 billion in funding as part of the American Recovery and Reinvestment Act of 2009. Through three rounds of competition in 2010 and 2011, RTT awarded grants to states that agreed to implement a range of education policies and practices designed to improve student outcomes. Using 2013 interview data from all states, this report documents whether states that received an RTT grant used the policies and practices promoted by RTT and how that compares to non-grantee states. The report also examines whether receipt of an RTT grant was related to improvements in student outcomes. Findings show that 2010 RTT grantees reported using more policies and practices than non-grantees in four areas (standards and assessments, teachers and leaders, school turnaround, and charter schools), and 2011 RTT grantees reported using more in one area (teachers and leaders). However, the relationship between RTT and student outcomes was not clear, as trends in test scores could be plausibly interpreted as providing evidence of either a positive, negative, or null effect for RTT. The following are appended: (1) Additional Figures Based on State Interviews; (2) Detailed Findings from State Interviews; (3) Interview Questions Aligned with RTT Policies and Practices; (4) Change over Time in States' Use of Policies and Practices Promoted by RTT; and (5) Relationship between RTT Reforms and Changes in Student Outcomes. [For the Executive Summary to this report, see ED569960.] (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01