Virtual School Meanderings

May 19, 2015

News from the NEPC: Education and Economy — Illuminating Insights, Flawed Assumptions

From yesterday’s inbox…

Research and analysis to inform education policy
and promote democratic deliberation
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Report Rejects Myth that Education Eliminates Inequality, but Claims Education Is Key to Economic Prosperity

Illuminating analysis combined with flawed assumptions and unsupported contentions yield mixed review 

Contact:

William J. Mathis, (802) 383-0058,wmathis@sover.net
Marvin Lazerson, +498022662345 (Germany),marvinlazerson@t-online.de
Ryan Pfleger, (202) 270-0028,ryan.pfleger@colorado.edu

URL for this press release: http://tinyurl.com/mccsq28BOULDER, CO (May 18, 2015) — A recent report from The Hamilton Project at the Brookings Institution examines several important questions about education’s economic power and includes some useful analyses and interesting conclusions. Its analysis, however, oversimplifies the importance of college degrees in boosting the economy, while rejecting the widely held view that education can substantially reduce economic inequality.

Marvin Lazerson and Ryan Pfleger reviewed Increasing Education: What it Will and Will Not Do for Earnings and Earnings Inequality for the Think Twice think tank review project. The review is published by the National Education Policy Center, housed at the University of Colorado Boulder School of Education.

Dr. Lazerson is a professor of higher education policy at Central European University, Budapest, Hungary, and an emeritus professor, University of Pennsylvania. Ryan Pfleger is a doctoral candidate in Educational Foundations, Policy, and Practice at the University of Colorado Boulder.

The Hamilton Project report discusses three commonly held propositions about education’s economic power: (a) education is the critical factor in creating economic prosperity; (b) college and advanced degrees increase the earning power of individuals; and (c) a broad base of increased educational attainment will narrow income inequality. It asserts that the first proposition is true and that the second proposition is accurate, especially at the middle-income-and-below range. The report finds the third proposition inaccurate, concluding that a significant increase in educational attainment is not likely to significantly decrease wage inequality.

Lazerson and Pfleger praise as “illuminating” the report’s empirically based simulation that projects what would happen if an additional 10 percent of the population suddenly received college degrees. They note, however, that theanalysis has important limitations. There is little direct evidence in the report to show that increasing educational attainment is, as the authors contend, “the most effective and direct way” to improve economic prosperity. Also, the report’s data are drawn only from males and no attention is paid to how income gains differ across gender, race, field of study, labor-market conditions, and institutional reputation.

The reviewers stress that no data analysis is provided in the report to support claims about the relative effectiveness of education compared to other ways to address economic problems. Claiming that the primary solution to a wide array of economic problems is to improve “human capital,” the report perpetuates a problematic myth that undervalues alternative ways to address poverty and economic insecurity. Indeed the assumption of the knowledge society narrative, that everything depends upon more education, may itself be flawed.

Though the report’s policy conclusions about education are important, economic and political actions are critical as well in closing income and social gaps. As the authors write, “[u]sing schooling as a quick fix for economic problems is not going to do it.”

Find Lazerson and Pfleger’s review on the NEPC website at:http://nepc.colorado.edu/
thinktank/review-
increasing-education
.
Find

Increasing Education: What it Will and Will Not Do for Earnings and Earnings Inequality by Hershbein, Kearney and Summers and published by The Hamilton Project on the web at:
http://www.hamilton
project.org/papers/
increasing_education_
what_it_will_and_will_not
_do_for_earnings_inequal/
.
The Think Twice think tank review project (http://thinktankreview.org) of the National Education Policy Center (NEPC) provides the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC is housed at the University of Colorado Boulder School of Education. The Think Twice think tank review project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice.

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on the NEPC, please visithttp://nepc.colorado.edu/.

This review is also found on the GLC website athttp://www.greatlakes
center.org/
.

If you are not already subscribed to this newsletter and would like to receive it regularly, click
http://nepc.colorado.edu/
and then click the button in the upper right-hand corner that looks like this: 


The National Education Policy Center (NEPC) is housed at the University of Colorado Boulder School of Education. Its mission is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information about the NEPC, please visit http://nepc.colorado.edu/.


 

Copyright © 2015 National Education Policy Center, All rights reserved.
You’re receiving this email because you have opted in at our website or sent a personal request to be included. Thank you.
Our mailing address is:

National Education Policy Center

School of Education, 249 UCB
University of Colorado

Boulder, CO 80309-0249

Add us to your address book

 unsubscribe from this list update subscription preferencesFor all other communication with NEPC, write to nepc@colorado.edu.

May 12, 2015

News from the NEPC: School Turnaround Report Is in Need of Intervention

From Monday’s inbox…

Research and analysis to inform education policy
and promote democratic deliberation
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School Turnaround Report Is in Need of Intervention

Report neglects available research in making unwarranted claims

Contact:

William J. Mathis, (802) 383-0058,wmathis@sover.net

Tina Trujillo, (510) 642-6272, trujillo@berkeley.edu

URL for this press release: http://tinyurl.com/kyhd8b8BOULDER, CO (May 11, 2015) — A recent report from the Center for American Progress claims to offer clear lessons about research-based, effective methods for turning around low-performing schools. A new review, however, concludes that these lessons are not supported by rigorous research.

Tina Trujillo of the University of California, Berkeley reviewed Dramatic Action, Dramatic Improvement: The Research on School Turnaround for the Think Twice think tank review project. The review is published by the National Education Policy Center, housed at the University of Colorado Boulder School of Education.

Trujillo, an Assistant Professor at the University of California, Berkeley’s Graduate School of Education, studies the political dimensions of urban district reform and trends in urban educational leadership. The report Trujillo reviewed was written by Tiffany D. Miller and Catherine Brown and published by the Center for American Progress.

Dramatic Action, Dramatic Improvement argues that the body of available research determines that bold actions are necessary for schools to improve measurably. The authors advocate for the School Improvement Grant (SIG) federal program to bring about the most effective methods for turning around low-performing schools.

The SIG program’s policies have a superficial appeal, given the unsatisfactory outcomes at these schools. But those policies, like the report, are based on unwarranted claims, are unsupported by rigorous research, and are in fact contradicted by the empirical evidence,  Trujillo writes.

She points, for instance, to the claim that dramatic changes in staffing and management can spur fast and sustainable improvement. Such disruptions often lead to poor school performance, but this readily available research is not mentioned or addressed in the report.

In her review, Trujillo finds the authors’ rationale “narrow, incoherent, and misleading.” The report, she asserts, fails to incorporate lessons learned from plentiful research on school improvement, high-stakes accountability, and federally funded turnarounds.

“In the end,” Trujillo states, “schools, districts, and states that follow the report’s advice stand only to reproduce the unequal conditions that have led, in part, to their need for dramatic turnaround in the first place.”

Find Tina Trujillo’s review on the NEPC website at:
http://nepc.colorado.edu/
thinktank/review-school-turnaround
.
Find

Dramatic Action, Dramatic Improvement: The Research on School Turnaround, by Tiffany D. Miller and Catherine Brown, on the web at:
https://www.american
progress.org/
issues/education/report/
2015/03/31/110142/
dramatic-action-dramatic-improvement
.

The Think Twice think tank review project (http://thinktank
review.org
) of theNational Education Policy Center (NEPC)provides the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC is housed at the University of Colorado Boulder School of Education. The Think Twice think tank review project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice.

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on the NEPC, please visithttp://nepc.colorado.edu/.

This review is also found on the GLC website athttp://www.greatlakes
center.org/
.

If you are not already subscribed to this newsletter and would like to receive it regularly, click
http://nepc.colorado.edu/
and then click the button in the upper right-hand corner that looks like this: 


The National Education Policy Center (NEPC) is housed at the University of Colorado Boulder School of Education. Its mission is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information about the NEPC, please visit http://nepc.colorado.edu/.


 

Copyright © 2015 National Education Policy Center, All rights reserved.
You’re receiving this email because you have opted in at our website or sent a personal request to be included. Thank you.
Our mailing address is:

National Education Policy Center

School of Education, 249 UCB
University of Colorado

Boulder, CO 80309-0249

Add us to your address book

For all other communication with NEPC, write to nepc@colorado.edu.
This email was sent to mkbarbour@gmail.com
National Education Policy Center · School of Education, 249 UCB · University of Colorado · Boulder, CO 80309-0249 · USA

May 8, 2015

News From The NEPC: New Program Spotlights 17 Schools of Opportunity

Also from yesterday’s inbox…

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National Program Recognizing Outstanding and Equitable High Schools Announces its First Accolades

Schools of Opportunity” Spotlights 17 Schools in New York and Colorado and will expand from coast to coast in 2016

Schools of Opportunity” Spotlights 17 Schools in New York and Colorado and will expand from coast to coast in 2016

Contacts:

Jamie Horwitz, (202) 549-4921jhdcpr@starpower.net
Peter Caughey, CU-Boulder media relations, (303) 492-4007,caughey@colorado.edu
Kevin Welner, (303) 492-8370, kevin.welner@colorado.edu
Carol Burris, (516) 993-2141, burriscarol@gmail.com

URL for this press release: http://tinyurl.com/ke6t93t
Boulder, CO (May 7, 2015) – The National Education Policy Center (NEPC) at the University of Colorado announced today that 17 high schools in New York and Colorado are the first to receive the “School of Opportunity” designation. These outstanding schools demonstrated a range of practices that ensured that all students had rich opportunities to succeed. All put students, not test scores, first.

The Schools of Opportunity project, funded by the Ford Foundation and the NEA Foundation, highlights excellent practices designed to expand student opportunity and access to academic success. The program was piloted in just two states in the 2014-2015 school year: Colorado and New York. Next school year, the project will include high schools nationwide.

The project is jointly led by Professor Kevin Welner of the CU-Boulder School of Education, who directs the NEPC, and Carol Burris, the principal of South Side High School in Rockville Centre, NY. Burris was the 2013 New York State High School Principal of the Year.

Burris, whose school has been ranked consistently high on lists of the nation’s top schools nevertheless is critical of common ratings programs.

“Current ratings programs aimed at identifying the nation’s best high schools include many high-quality schools,” she said. “But the approach they use tends to reward schools that are affluent or those that enroll a selective group of students. It is time we recognize schools that do outstanding work with a wider range of students.”

“The schools we’re recognizing with this new project are all places you would delight in having your own children attend,” Welner added.

“We hope,” he said, “that this project will help move the nation past the constraining and wrongheaded discussion of school quality that focuses on ‘Problems, Statistics and Labels’. Students and educators, as well as parents and researchers who spend time on our high schools, know that quality schooling comes from excellent practices.”

Recognized schools received either a Gold or Silver designation. The Gold “Schools of Opportunity” in 2015 are, in alphabetical order:

  • Centaurus High School, Lafayette, Colorado
  • Fannie Lou Hamer Freedom High School, Bronx, New York
  • Grand Valley High School, Garfield, Colorado
  • Jefferson County Open High School, Lakewood, Colorado
  • Malverne High School, Malverne, New York

The 12 high schools that earned Silver Schools of Opportunity designation in 2015 are:

  • Center High School, Center, Colorado
  • Charles D’Amico High School, Albion, New York
  • Durango High School, Durango, Colorado
  • Eastridge High School, Rochester, New York
  • Elwood – John H. Glenn High School, Elwood, New York
  • Fox Lane High School, Bedford, New York
  • Long Beach High School, Long Beach, New York
  • Long View High School, Lakewood, Colorado
  • Mapleton Early College High School, Thornton, Colorado
  • Harrison High School, Harrison, New York
  • Sleepy Hollow High School, Sleepy Hollow, New York
  • Sunset Park High School, Brooklyn, New York

These schools range in student-body size and include schools in rural, urban and suburban settings. They include traditional high schools as well as small schools that students choose to attend and that may be outside their neighborhoods. (Short summaries of each school are included at the end of this release.)

The recognition of these 17 schools is based on 11 specific principles identified by experts in the 2013 Oxford University Press book, Closing the Opportunity Gap, which Welner edited along with Stanford University Professor Prudence Carter. Specific practices include effective student and faculty support systems, outreach to the community, health and psychological support, judicious and fair discipline policies, little or no tracking, and high-quality teacher induction and mentoring programs. A list and description of these recognition criteria are available on the project website.

In order to be recognized, school applications were required to go through four levels of screening, including rubric-based ratings by two evaluators. Evaluation teams also made in-person visits to the recognized “Gold” schools.

Burris and Welner stress that the opportunity gaps facing the nation’s children arise from poverty, racism and other societal ills much more than from anything taking place in schools. But schools are nonetheless important, and they can make a real difference in children’s lives.

“When schools and communities focus their resources and efforts on closing opportunity gaps, they should be recognized, supported and applauded,” Burris said. “They should also serve as models for those who wish to engage in true school improvement.”

For more information, please visit Schools of Opportunity.

# # #

Descriptions of the recognized schools:

Gold, Colorado:

  • Centaurus High School, Lafayette, Colorado

Creating a school community that is welcoming and caring, as well as academically challenging and supportive, requires a broad package of policies and practices. Centaurus focuses in particular on strong supports for entering ninth graders, embracing them with a thoughtful set of social and academic supports, hands-on learning, and extracurricular opportunities.

  • Grand Valley High School, Garfield, Colorado

Integrating high expectations, challenging curriculum, universal access, and strong supports, the school begins with an AP-for-all approach. The school also features a strong system of teacher development, collaboration and leadership, along with a focus on instruction and thoughtfully integrating the school’s response-to-intervention protocol and advisory system.

  • Jefferson County Open High School, Lakewood, Colorado

Embracing an educational philosophy rooted in the belief that students are inherently curious and want to learn, educators follow the lead of each student, facilitating opportunities for students to discover, explore, and master their interests and their passions. In doing so, the school has provided a vibrant and viable alternative to conventional schooling—an alternative that is particularly stark in our age of standards- and test-based accountability policies.

Silver, Colorado:

  • Center High School, Center, Colorado

Serving a rural and economically impoverished community, the district recognized that opportunities to learn for their students depended on more than conventional academic supports. Student needs are thus addressed through extra learning time and enrichment opportunities after school and during the summer, as well as during the school day; through a strong focus on healthy choices, supportive interactions, and anti-bullying programs; through support staff such as a homeless coordinator, a nurse, and counselors; and through partnerships with links to community health organizations.

  • Durango High School, Durango, Colorado

A collaborative learning environment for staff is combined with a Small Learning Communities structure for teaching. Interdisciplinary teams of teachers meet regularly to discuss how to engage all students in the learning outcomes their departments have agreed upon. The school’s SLCs work closely with instructional coaches from Expeditionary Learning (EL), International Baccalaureate (IB) and then develop Critical Friends groups to analyze each other’s lessons and instructional strategies.

  • Long View High School, Lakewood, Colorado

Long View High School serves an “alternative school” role, in that the school is sought out by students struggling with life or academics, but the school’s approach is one of enrichment, not salvage. It engages the students with a curriculum that is rigorous, relevant, varied, and enjoyable. The school’s mission is to provide a classroom-based, personalized education that takes the long view of each student’s future, stressing learning over simple credit recovery.

  • Mapleton Early College High School, Thornton, Colorado

Focusing on authentic learning through internships and early college, the school has created a healthy school culture and learning environment, built around project-based, individualized, authentic learning, grounded in the community.

Gold, New York:

  • Fannie Lou Hamer Freedom High School, Bronx, New York

Located in the poorest congressional district in the United States, this New York City community high school breaks the mold in order to provide its students with outstanding opportunities to help them succeed.   Supports to keep students healthy; alternative, authentic assessments to help them show what they know, and the wise use of technology are three of the many reasons this school earned a Gold.

  • Malverne High School, Malverne, New York

Malverne High School in the village of Malverne, New York has a culture that encourages students to engage in rigorous coursework while maintaining a “success for all students” philosophy that is built around expanding learning opportunities well outside the traditional school day. Advanced Placement course enrollment is reflective of school demographics—over 60% of AP enrollment is from minority groups, with 50% being African-American students.

Silver, New York:

  • Charles D’Amico High School, Albion, New York

The Charles D’Amico High School is a rural school that works to ensure that all students stay connected.  Its ‘Community As School’ program gives a fresh start to students at risk of dropping out.

  • Eastridge High School, Rochester, New York

Over half of all Eastridge students are economically disadvantaged. Determined that financial restraints should not get in the way of students taking college-level courses, the district decided that they would foot the bill. All International Baccalaureate and Advanced Placement exams are paid for by the district.

  • Elwood – John H. Glenn High School, Elwood, New York

This high school prides itself in providing strong social and emotional support for students while maintaining high expectations for academic achievement. In the face of tragedy it responded to its students and families in remarkable ways.

  • Fox Lane High School, Bedford, New York

Fox Lane High School is proud of its comprehensive program to support its English Language Learners, who come from all parts of the world. The Fox Lane philosophy is that the first language is a strength to build on, not a weakness to be overcome.

  • Long Beach High School, Long Beach, New York

Long Beach High School narrowed the opportunity gap between affluent and disadvantaged peer through detracking. Their open enrollment policy for AP and IB courses, combined with detracked classes in Grades 9 and 10 allowed more students to partake in the best curriculum the school has to offer.

  • Harrison High School, Harrison, New York

The work of securing a welcoming environment is never complete, but Harrison High School has accomplished much and is better for its efforts in this area of school campus life. One of the many ways that Harrison ensures opportunity is by making all students, including LGBT students, feel respected and safe.

  • Sleepy Hollow High School, Sleepy Hollow, New York

Since 2000, any student who wants to take an honors or AP course at Sleepy Hollow High School will find the door wide open. Participation and performance rates have steadily increased over the past fifteen years—a testament to the success Sleepy Hollow has in challenging students and preparing them for higher education.

  • Sunset Park High School, Brooklyn, New York

Ask any Sunset Park High School student where they will be when their last class ends, and they will tell you still at school. The school-community partnership of Sunset Park High School and Center for Family Life provides a diverse range of daily academic and enrichment afterschool activities implemented by professional social workers, artists and young adults from the community, in collaboration with Sunset Park High School teachers.

__________________________

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence. NEPC is housed at the University of Colorado Boulder School of Education. You can learn more about NEPC and sign up for publication updates by visitinghttp://nepc.colorado.edu/

May 6, 2015

News from the NEPC: High-Stakes, Test-Driven Accountability Debated in New York Times

Another item from Monday’s inbox…

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High-Stakes, Test-Driven
Accountability Debated
in New York Times

Contact:
Kevin Welner, (303) 492-8370, welner@colorado.edu
URL for this press release:

BOULDER, CO (May 4, 2015) — A “Room for Debate” exchange, published this morning in the New York Times, brings into stark contrast the different directions policy makers can take US schools in the upcoming years. The debate is between Patricia Levesque, the CEO of the Foundation for Excellence in Education and a long-time educational advisor to Jeb Bush, and University of Colorado Boulder Professor Kevin Welner, the director of the National Education Policy Center. Welner is the co-author of the recent publicationcalling for the nation to move beyond test-driven schooling.

Perhaps surprisingly, Levesque and Welner agreed on the importance of addressing opportunity gaps and on several specific approaches: recruiting and retaining high-quality teachers and principals “while giving them the resources to do their jobs,” a strong focus on K-3 literacy, maintaining high expectations for all students, and sustained investment in high-quality pre-K programs.

They vehemently clashed, however, on the issue of high-stakes, test-driven accountability policies. To read the debate, go to Room for Debate at the New York Times.

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence. NEPC is housed at the University of Colorado Boulder School of Education.
Please forward this to anyone you think might be interested. You can learn more about NEPC and sign up for publication updates by visitinghttp://nepc.colorado.edu/. To learn more about the Think Twice think tank review project, visit http://thinktankreview.org.

 

May 5, 2015

News from the NEPC: Pushing an Agenda?

From yesterday’s inbox…

Research and analysis to inform education policy
and promote democratic deliberation
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Pushing an Agenda?

Report claiming New York City charter schools don’t ‘push out’ low-achieving students makes poor use of a good dataset
 

Contact:

William J. Mathis, (802) 383-0058,wmathis@sover.net

Erica Frankenberg, (814) 865-5862, euf10@psu.edu

URL for this press release: http://tinyurl.com/kgxajve

BOULDER, CO (May 4, 2015) — A recent report contends that charter schools don’t push out low-achieving students. A new review published today, however, explains that the report fails to prove its case.

Erica Frankenberg of Penn State University reviewed Pushed Out? Low-Performing Students and New York City Charter Schools for the Think Twice think tank review project. The review is published by the National Education Policy Center, housed at the University of Colorado (CU) Boulder School of Education.

Frankenberg, who is an assistant professor in the Department of Education Policy Studies at Penn State, conducts research on racial desegregation and inequality in K-12 schools, including how school choice policies affect students’ stratification and equal opportunity.

The report Frankenberg reviewed was written by Marcus A. Winters, a senior fellow at the Manhattan Institute, and an assistant professor in the College of Education at CU Colorado Springs. It was published by the Manhattan Institute.

Pushed Out? uses six years of student-level data from New York City public schools and charter schools and applies a regression model to conclude that there’s no significant interaction between a school’s status as a charter school and low-scoring students in estimating the probability the student exits the school by the following year.

In her review, however, Frankenberg finds that “the research design does not address its primary push-out question.” Frankenberg writes, “Simply showing that low-achieving students in both [charter and TPS] sectors have higher attrition rates than do higher-achieving students does not actually answer the overall question the report purports to answer.” The lack of detail in the report, and its failure to examine “a host of other relevant factors” further hamper the report, the reviewer writes.

“Dichotomous test scores are a proxy for low achievement, reasons for disenrollment are not addressed, mid-year vs. end-of-year mobility is not parsed, cumulative rates of attrition are not examined, a possible data discrepancy between the two sectors in grades 5 and 6 is not considered, and 5% of the student population is missing,” Frankenberg writes.

She points out that the missing information is unfortunate considering how rich the dataset is that was available to the report’s author.

“While the report’s central question is important, this paper fails to provide policymakers with new or definitive guidance,” Frankenberg concludes.

Kevin Welner, director of the NEPC and a professor at the CU Boulder School of Education, says Frankenberg’s review points to continuing concerns about charter school practices.

“The charter school advocacy community has designated this as National Charter Schools Week, accompanied by extensive promotional materials and events,” Welner points out. “Yet core equity issues like push-outs need to be seriously addressed, not papered over, if charter schools are ever to live up to the fanfare.”

Find Erica Frankenberg’s review on the NEPC website at:
http://nepc.colorado.edu/
thinktank/review-pushed-out

Find Pushed Out? Low-Performing Students and New York City Charter Schools by Marcus A. Winters and published by the Manhattan Institute on the web at:
http://www.manhattan-
institute.org/html/cr_95.htm
#.VQM1BUK-eXs

The Think Twice think tank review project (http://thinktankreview.org) of the National Education Policy Center (NEPC)provides the public, policymakers, and the press with timely, academically sound reviews of selected publications. NEPC is housed at the University of Colorado Boulder School of Education. The Think Twice think tank review project is made possible in part by support provided by the Great Lakes Center for Education Research and Practice.

The mission of the National Education Policy Center is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information on the NEPC, please visithttp://nepc.colorado.edu/.

This review is also found on the GLC website athttp://www.greatlakes
center.org/
.

If you are not already subscribed to this newsletter and would like to receive it regularly, click
http://nepc.colorado.edu/
and then click the button in the upper right-hand corner that looks like this: 


The National Education Policy Center (NEPC) is housed at the University of Colorado Boulder School of Education. Its mission is to produce and disseminate high-quality, peer-reviewed research to inform education policy discussions. We are guided by the belief that the democratic governance of public education is strengthened when policies are based on sound evidence.  For more information about the NEPC, please visit http://nepc.colorado.edu/.


 

Copyright © 2015 National Education Policy Center, All rights reserved.
You’re receiving this email because you have opted in at our website or sent a personal request to be included. Thank you.
Our mailing address is:

National Education Policy Center

School of Education, 249 UCB
University of Colorado

Boulder, CO 80309-0249

Add us to your address book

For all other communication with NEPC, write to nepc@colorado.edu.
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