For a summary of Round Two Race to the Top Finalist applications, as
well as predictions for winners, please view our analysis.
Research
Below are featured reports that help to guide our work.
Frontrunners in Reform: Who's Racing to the Top?
Posted on 19 Aug | 0 commentsWashington State High Schools Pay Less for Math and Science Teachers than for Teachers in Other Subjects
Posted on 18 Aug | 0 comments
In
a new analysis from the University of Washington’s Center on Reinventing Public
Education (CRPE), "Washington State High Schools Pay Less for Math and Science Teachers than for Teachers in Other Subjects", researchers demonstrate that the average pay for math and
science teachers in Washington state lags behind other teachers. In the two
subject areas the state seeks to prioritize, nineteen of the thirty largest
districts in the state spend less per math or science teacher than for teachers
in other subjects.
NCTQ Releases "The Final Stretch in the Race to the Top"
Posted on 09 Aug | 0 comments
With $3.4 billion in Round 2 Race to the Top funds up for grabs, and 19
finalists making their final pitches in Washington, D.C., this week, the
National Council on Teacher Quality
asseses the "Great Teachers and Leaders" sections of their proposals
and recommends which states should be given green, yellow, and red
lights.
Accountability Systems that Measure What Matters
Posted on 05 Aug | 0 comments
Partnership
for
Learning is pleased to announce the third in a series of reports on how
Washington state can build an education system that prepares all
students to
succeed in college and the world of work. Stay tuned throughout the summer
as we
release a new report every few weeks.
This week: Accountability
Systems that Measure What Matters
While there is an
increasing sense of national urgency about chronically low-performing
schools, far too many schools continue to fall short, and far too many
students continue to pay the devastating price.
Every state must
drive schools and districts to achieve college and career readiness for
all students, and hold individual schools and districts accountable if
they fail to do so. This means building
robust accountability systems, and finding ways to identify and
intervene in chronically low-performing schools.
To
learn more, read the report.
Learning From Leadership: Investigating the Links to Improved Student Learning
Posted on 23 Jul | 0 comments
In the largest in-depth study of school leadership to date, the Wallace
Foundation's report, "Learning from Leadership: Investigating the Links
to Improved Student Learning,"
gathers and analyzes quantitative data confirming that education
leadership has a strong impact on student achievement, as measured by
student test scores. The study shows that leadership makes its mark largely by strengthening a
school’s “professional community” – an environment where teachers work
together to improve classroom instruction. It also finds that rapid
turnover of principals reduces student achievement. In addition, the
study shows that although the principal remains the central source of
leadership in schools, he or she is far from the only source. Indeed,
the highest performing schools operate by a “collective leadership” that
involves many interested players – including parents and teachers – in
decision-making.