DOCSLIB.ORG

2019-20 Monitoring Grant Guidance for K-12 Federal Grants and Tool.Pdf

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
2019-20 Monitoring Grant Guidance for K-12 Federal Grants and Tool.Pdf Office of the State Superintendent of Education Division of Systems and Supports, K-12 Monitoring Guidance for K-12 Federal Grants Fall 2019 Table of Contents Table of Contents .......................................................................................................................... 2 Monitoring Process Overview ....................................................................................................... 3 Risk-Based Monitoring Model .................................................................................................... 13 Appendix ..................................................................................................................................... 14 Determining LEA Risk Level ......................................................................................................... 15 Grant Guidelines Summary ......................................................................................................... 20 Title I, Part A: Improving the Academic Achievement of the Disadvantaged ........................... 21 Title I, Part A: 1003, School Improvement Funds ....................................................................... 24 Title I, Part A: 1003(g), School Improvement Grants (SIG) ........................................................ 26 Title I, Part D: Neglected, Delinquent Youth .............................................................................. 28 Title II, Part A: Preparing, Training, and Recruiting High Quality Teachers, Principals and Other School Leaders ............................................................................................................................ 30 Title III, Part A: Language Instruction for Limited English Proficient and Immigrant Students . 32 Title IV, Part A: Subpart 1 - Student Support and Academic Enrichment .................................. 34 Title V, Part B: Charter Schools Program (CSP) Grant ................................................................. 36 Title VII-B: McKinney-Vento Homeless Assistance Act .............................................................. 38 IDEA Part B: Section 611 & Section 619 Summary .................................................................... 31 Scholarships for Opportunity and Results (SOAR) Act ................................................................ 33 Special Education Enhancement Fund (SEEF) Competitive Grant .............................................. 34 K-12 Annual Monitoring Cycle 2019-20 ...................................................................................... 37 Sub-recipient Monitoring Policy ................................................................................................. 39 2019-20 Consolidated Monitoring Tool ...................................................................................... 48 2 Monitoring Process Overview The Office of the State Superintendent of Education (OSSE) uses a risk-based monitoring process to ensure that local education agencies (LEAs) or other subrecipients meet the requirements of federal and local laws and regulations, as applicable. In alignment with federal regulations and OSSE’s Subrecipient Monitoring Policy issued April 2016, OSSE’s monitoring approach is risk-based and outcome oriented. The purpose of these guidelines is to provide guidance on OSSE’s risk-based monitoring process in order to support subrecipients in their planning and implementation efforts over the 2019-20 school year. Please note that for most grants authorized under the Elementary and Secondary Education Act (ESEA), the 2019-20 monitoring cycle will review subrecipient compliance with the Every Student Succeeds Act, which reauthorized the ESEA in December 2015. Consult the Grant Guidelines Summary below for detailed information on each grant. This year, the following grant programs will be included in OSSE’s coordinated risk-based monitoring activities: • ESEA, Title I, Part A: Improving Basic Programs Operated by Local Education Agencies • ESEA, Title I: 1003 School Improvement Funds • ESEA, Title I: 1003(g) School Improvement Grants (SIG) • ESEA, Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk • ESEA, Title II, Part A: Preparing, Training, and Recruiting High Quality Teachers, Principals and Other School Leaders • ESEA, Title III, Part A: Language Instruction for Limited English Proficient and Immigrant Students • ESEA, Title IV, Part A: Student Support and Academic Enrichment Grants • ESEA Title IV, Part B: 21st Century Community Learning Centers • ESEA, Title V, Part B: Charter Schools Program (will be monitored under the No Child Left Behind standard for the 2017-2018 school year) • McKinney-Vento Homeless Education Assistance • Individuals with Disabilities Education Act (IDEA), Part B • Scholarships for Opportunity and Results (SOAR) Act, Academic Quality • Scholarships for Opportunity and Results (SOAR) Act, Facilities • Special Education Enhancement Fund (SEEF) 3 I. COMPLIANCE MONITORING1 Each year, OSSE conducts on-site and desktop compliance monitoring for a select group of subrecipients, based on a calculation of risk as aligned with OSSE’s Subrecipient Monitoring Policy (See Appendix, p. 39. This process includes record reviews, document reviews, and interviews which are intended to identify any noncompliance, assess progress toward federal and local targets, and provide recommendations intended to support continuous improvement. OSSE’s risk-based monitoring takes two forms: 1) on-site monitoring and 2) desktop monitoring. a) On-Site Monitoring Activities On-site monitoring is a process by which selected subrecipients receive an on-site visit from OSSE’s consolidated monitoring team made up of selected grant managers from OSSE’s Division of Systems and Supports, K-12. This team completes a comprehensive document review, interviews of staff, family, and students as applicable, fiscal examination and follow-up, including technical assistance, if needed. The process is designed to identify any noncompliance in order to assist subrecipients in making progress toward improving educational results and functional outcomes for all students. On-site compliance monitoring also allows OSSE to determine whether OSSE, as the state education agency (SEA), has implemented oversight strategies that have resulted in qualitative and quantitative improvements, and to formulate specific, tailored actions to help subrecipients further accelerate outcomes. On-site monitoring will follow a series of defined steps for the 2019-20 school year: • Identification for monitoring by OSSE • Notification of monitoring selection by OSSE (at least four weeks before the visit) • Completion of pre-site activities: documentation submission and preparatory site visit and/or phone conference (OSSE and subrecipient) • On-site monitoring visit (OSSE and subrecipient) • Issuance of preliminary monitoring report by OSSE (within 70 days of visit) • Issuance of final monitoring report by OSSE (within 90 days of visit) • Submission of Corrective Action Plan (CAP) by subrecipient, as applicable • Correction of noncompliance by subrecipient (within the timeframe identified in the CAP and no more than one year after the issuance of the finding) • Verification of correction of noncompliance by OSSE • Closure of findings of noncompliance by OSSE 1 Throughout this Monitoring Guidance, any time period which references that an activity or event will occur or be due within a period of “days” should be interpreted to mean calendar days, not business days. 4 Step 1: Identification for Monitoring OSSE will consider the following risk assessment criteria when determining the monitoring rotation and focus areas. Please note that other program-specific criteria may also be considered at the discretion of the respective grant manager. • Results from the single audit required by 2 CFR 200, Subpart F and financial review results for entities that do not meet the $750,000 single audit threshold • Higher grant award totals • Failure to timely draw down grant funds • Findings as a result of any IDEA complaints filed against the subrecipient • Comprehensive Support and Improvement Schools (CS1) • Comprehensive Support and Improvement Schools (CS2) • Targeted Support and Improvement Schools (TS) • IDEA, Part B determination level (i.e., Met Requirements, Needs Assistance or Needs Intervention) • Unresolved noncompliance from previous monitoring reviews • Dates of most recent on-site monitoring visits • Additional concerns raised by individual grant managers o Prior experience in administering federal grants o Untimely reporting: One late report/application o Untimely reporting: Two or more late reports/applications o GAN requirements not met/LEA on special conditions o Failure to submit required data (includes funding amendments) o Grant funds withheld or revoked Step 2: Notification of On-Site Monitoring Selection Subrecipients will be notified by email of their selection for monitoring at least four weeks in advance of the proposed monitoring visit. The letter will include: • The subrecipient risk designation level • The purpose of the visit and planned activities during the monitoring visit • The proposed dates for the subrecipient’s submission of pre-site documentation • The proposed date for the pre-site visit meeting or phone conference • The proposed date for the on-site visit • The grants subject to monitoring • A copy of OSSE’s monitoring tool, including
Load more

Recommended publications
  • School Improvement Grants: Ransoming Title I Schools in Distress Craig A
    Volume 14, Number 1 ISSN 1099-839X School Improvement Grants: Ransoming Title I Schools in Distress Craig A. Waddell University of Missouri, St. Louis Citation Waddell, C. (2011).School Improvement Grants: Ransoming Title I Schools in Distress. Current Issues in Education, 14(1). Retrieved from http://cie.asu.edu/ Abstract In August 2009, the U.S. Department of Education announced opportunities for states and local educational agencies to vie for $3.5 billion in Title I School Improvement Grants targeted at turning around or closing down chronically low-achieving schools. To qualify for a portion of these funds, school districts were required to implement one of four remedies at schools where students chronically demonstrated low academic performance. Evidence is provided showing that the mandated interventions are highly speculative, minimally effective, and overly punitive toward educational professionals. Keywords: school improvement grants, low-achieving schools, Title I schools, school turnaround, charter schools Current Issues in Education Vol. 14 No. 1 2 About the Author(s) Author: Craig Waddell, PhD. Affiliation: University of Missouri – St. Louis Email: [email protected] Biographical information: Craig Waddell is an 8th grade math teacher in a large urban school district and part-time associate adjunct professor at the University of Missouri – St. Louis. His research interests include student achievement motivation and educational policies. Opinions expressed in this article are the authors own. SCHOOL IMPROVEMENT GRANTS 3 School Improvement Grants: Ransoming Title I Schools in Distress In August 2009, the U.S. Department of Education announced opportunities for states and local educational agencies to vie for $3.5 billion in Title I School Improvement Grants targeted at “turning around or closing down chronically low-achieving schools” (Abrevaya & White, 2009, p.
    [Show full text]
  • Item # 2 School Improvement Grant
    Item #2 - School Improvement Grant Background: Section 1003(g) of NCLB allows a state to apply for additional school improvement funds to assist Vermont’s most struggling schools by providing funds and technical assistance. This specific program sunsets upon the implementation of the Every Student Succeeds Act in the 2017-18 school year but the United States Department of Education (USED) has made the last 2 years of funds available. Vermont has decided to apply for the funds as the goals and requirements closely align with our plan to assist struggling schools under ESSA. If successful, the grant will provide an additional 2.2 million dollars for this work with the bulk of the funds granted to LEAs for the schools. USED has allowed a waiver with the grant that would give us up to 5 years to use the funds. Part of the work of the Committee of Practitioners is to review and comment on Title grants submitted to USED. Please review the attached proposal before the meeting. There will be a presentation of the proposal and time allowed to discuss and comment on the proposal. COP Meeting Page 1 of 1 September 15, 2016 School Improvement Grants Application for Fiscal years 2015 and 2016 New Awards Competition Section 1003(g) of the Elementary and Secondary Education Act, as amended by the No Child Left Behind Act of 2001 CFDA Number: 84.377A State Name: Vermont U.S. Department of Education Washington, D.C. 20202 OMB Number: 1810-0682 Expiration Date: September 30, 2016 Paperwork Burden Statement According to the Paperwork Reduction Act of 1995, no persons are required to respond to a collection of information unless such collection displays a valid OMB control number.
    [Show full text]
  • Federal and State Roles and Capacity for Improving Schools
    CHILDREN AND FAMILIES The RAND Corporation is a nonprofit institution that helps improve policy and EDUCATION AND THE ARTS decisionmaking through research and analysis. ENERGY AND ENVIRONMENT HEALTH AND HEALTH CARE This electronic document was made available from www.rand.org as a public service INFRASTRUCTURE AND of the RAND Corporation. TRANSPORTATION INTERNATIONAL AFFAIRS LAW AND BUSINESS Skip all front matter: Jump to Page 16 NATIONAL SECURITY POPULATION AND AGING PUBLIC SAFETY Support RAND SCIENCE AND TECHNOLOGY Browse Reports & Bookstore TERRORISM AND Make a charitable contribution HOMELAND SECURITY For More Information Visit RAND at www.rand.org Explore RAND Education View document details Limited Electronic Distribution Rights This document and trademark(s) contained herein are protected by law as indicated in a notice appearing later in this work. This electronic representation of RAND intellectual property is provided for non- commercial use only. Unauthorized posting of RAND electronic documents to a non-RAND website is prohibited. RAND electronic documents are protected under copyright law. Permission is required from RAND to reproduce, or reuse in another form, any of our research documents for commercial use. For information on reprint and linking permissions, please see RAND Permissions. This product is part of the RAND Corporation technical report series. Reports may include research findings on a specific topic that is limited in scope; present discussions of the methodology employed in research; provide literature reviews, survey instru- ments, modeling exercises, guidelines for practitioners and research professionals, and supporting documentation; or deliver preliminary findings. All RAND reports un- dergo rigorous peer review to ensure that they meet high standards for research quality and objectivity.
    [Show full text]
  • The Federal School Improvement Grant: Telling the Story Through Quantitative Outcomes
    Western Michigan University ScholarWorks at WMU Dissertations Graduate College 6-2016 The Federal School Improvement Grant: Telling the Story through Quantitative Outcomes Gregg B. Dionne Western Michigan University Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Educational Methods Commons Recommended Citation Dionne, Gregg B., "The Federal School Improvement Grant: Telling the Story through Quantitative Outcomes" (2016). Dissertations. 1621. https://scholarworks.wmich.edu/dissertations/1621 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. THE FEDERAL SCHOOL IMPROVEMENT GRANT: TELLING THE STORY THROUGH QUANTITATIVE OUTCOMES by Gregg B. Dionne A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the Degree of Doctor of Philosophy Educational Leadership, Research, and Technology Western Michigan University June 2016 Doctoral Committee: Louann Bierlein Palmer, Ed.D., Chair Sue Poppink, Ph.D. Patricia Farrell Cole, Ph.D. THE FEDERAL SCHOOL IMPROVEMENT GRANT: TELLING THE STORY THROUGH QUANTITATIVE OUTCOMES Gregg B. Dionne, Ph.D. Western Michigan University, 2016 Student success and the mitigation of achievement gaps has been a focus of the federal government since passage of the Elementary and Secondary Education Act of 1965. The federal School Improvement Grant (SIG) is the latest in federal policy inducements to address this. To tell the story of SIG implementation in one Midwestern state, data was collected from two groups of SIG-eligible schools, one group which received SIG funding and the other group which did not.
    [Show full text]
  • 2018-19 Monitoring Grant Guidance for K-12 Federal Grants and Tool
    Office of the State Superintendent of Education Division of Systems and Supports, K-12 Monitoring Guidance for K-12 Federal Grants Fall 2018 Table of Contents Table of Contents ............................................................................................................................ 2 Monitoring Process Overview ......................................................................................................... 3 Risk-Based Monitoring Model ....................................................................................................... 13 Grant Guidelines Summary ........................................................................................................... 14 Title I, Part A: Improving the Academic Achievement of the Disadvantaged .............................. 15 Title I, Part A: 1003, School Improvement Funds ......................................................................... 18 Title I, Part A: 1003(g), School Improvement Grants (SIG) ........................................................... 21 Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent or At-Risk .................................................................................................. 23 Title II, Part A: Preparing, Training, and Recruiting High Quality Teachers, Principals and Other School Leaders............................................................................................................................... 26 Title III, Part A: Language Instruction
    [Show full text]
  • A United Commitment to Change
    theme IMPLEMENTATION A UNITED DISTRICTS AND UNIONS COLLABORATE TO IMPLEMENT SCHOOL COMMITMENT IMPROVEMENT PLANS to CHANGE By Ellen Holmes and Staci Maiers improvement: • Turnaround: Replace the principal; rehire no more n 2009, Secretary of Education Arne Duncan an- than 50% of the staff; and grant the principal suffi- nounced $3.5 billion in Title I funding under cient operational flexibility to fully implement a com- Section 1003(g) of the Elementary and Secondary prehensive approach to substantially improve student Education Act of 1965, also referred to as the No outcomes. Child Left Behind Act of 2011 (U.S. Department • Restart: Convert a school or close and reopen it under of Education, 2009). Following the Department a charter school operator, a charter management orga- of Education’s announcement, 831 of the na- nization, or an education management organization tion’s “persistently lowest-achieving schools” received fed- selected through a rigorous review process. eral funding during the 2010-11 school year to embark on • School closure: Close a school and enroll the students Isignificant change in the form of a School Improvement who attended that school in other higher-achieving Grant (U.S. Department of Education, 2010). schools in the local educational agencies. The Department of Education was not interested in • Transformation: Replace the principal and take steps slow, incremental change. Rather, the goal was for im- to increase teacher and school leader effectiveness; in- mediate change. The expectation was that each federally stitute comprehensive instructional reforms; increase funded school would take no more than three years to learning time and create community-oriented schools; show dramatic positive gains in student achievement.
    [Show full text]
  • Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program
    Incorporating Early Learning Strategies in the School Improvement Grants (SIG) Program How three schools integrated early childhood strategies into school turnaround efforts to improve instruction for all students Center on Enhancing Early Learning Outcomes (CEELO) Center on School Turnaround (CST) Authors Lori Connors-Tadros, CEELO Director, NIEER, [email protected] Lenay Dunn, CST Senior Research Associate, WestEd, [email protected] Jana Martella, CEELO Co-Director, EDC, [email protected] Carlas McCauley, CST Director, WestEd, [email protected] Acknowledgments The Center on School Turnaround and the Center on Enhancing Early Learning Outcomes greatly appreciate the time and cooperation of the following state, district, and school leaders who provided information for this brief. MASSACHUSETTS Andrew Bott, Principal, Orchard Gardens K–8 School; Erica Champagne, Office of District and School Turnaround, Massachusetts Department of Elementary and Secondary Education; Jocelyn Lumley, Assistant Principal, Orchard Gardens K–8 School; Jason Sachs, Early Childhood Director, Boston Public Schools; Donna Traynham, Office of Learning Supports and Early Learning, Massachusetts Department of Elementary and Secondary Education MISSOURI Kelvin Adams, Superintendent, St. Louis Public Schools; Carla Ament, First-Grade Teacher, Horace Mann Elementary School; Nicole Conaway, Principal, Horace Mann Elementary School; Dennis Cooper, Assistant Commissioner, Missouri Department of Elementary and Secondary Education; Paula Knight, Assistant Superintendent,
    [Show full text]
  • Effective Implementation of School Improvement Grants
    Handbook on Effective Implementation of School Improvement Grants Carole L. Perlman and Sam Redding, Editors Center on Innovation & Improvement Revised 1/2011 Prepared by: Assessment and Accountability Comprehensive Center Center on Innovation & Improvement Center on Instruction National Comprehensive Center for Teacher Quality National High School Center Handbook on Effective Implementation of School Improvement Grants Carole L. Perlman and Sam Redding, Editors Center on Innovation & Improvement Prepared by: Assessment and Accountability Comprehensive Center Center on Innovation & Improvement Center on Instruction National Comprehensive Center for Teacher Quality National High School Center This handbook is not an official Department of Education (USDE) document, and thus the reader must refer to USDE notices, regulations, requests for applications, and guidance for information with legal standing. Rather, this handbook is intended as an aid to the successful implementation of the School Improvement Grants and help in achieving rapid improvement of schools that are persistently low-achieving. Obviously, the topics ex- plored in this handbook are more complex than can be fully explicated in one thin volume, so the handbook directs the reader to resources and references to acquire a fuller understanding of the key concepts in school turnaround and improvement. The Department of Education announced Interim Final Requirements on January 15. Please take special note of these and any subsequent changes announced by the USDE. Center on Innovation & Improvement 121 N. Kickapoo Street Lincoln, Illinois 62656 217-732-6462 www.centerii.org Information Tools Training Positive results for students will come from changes in the knowledge, skill, and behavior of their teachers and parents. State policies and programs must provide the opportunity, support, incentive, and expectation for adults close to the lives of children to make wise decisions.
    [Show full text]
  • ESEA Section 1003(G) School Improvement Grants (SIG)
    Return to: Diane Stuehmer, Title I Director NDE 04-____ Nebraska Department of Education Due: ______ 301 Centennial Mall South Lincoln, NE 68509 ESEA Section 1003(g) School Improvement Grants (SIG) District Name: Crawford School District_ County-District Number: 23-0071 Introduction School Improvement Grants, authorized under Section 1003(g) of Title I of the Elementary and Secondary Education Act of 1965 (Title I or ESEA), are grants, through State educational agencies (SEA = Nebraska Department of Education or NDE), to local educational agencies (LEA = districts) for use in eligible schools that demonstrate the greatest need for the funds and the strongest commitment to use the funds to provide adequate resources in order to raise substantially the achievement of their students. Under the final requirements, as amended through the interim final requirements published in the Federal Register in January 2010, these school improvement funds are to be used to implement identified Intervention Models in the persistently lowest-achieving schools identified as: Tier I Schools means the five (5) lowest-achieving Title I schools identified to be in school improvement, corrective action, or restructuring plus any Title I served secondary school with a graduation rate of less than 75% over the three latest years that was not captured in the above five schools. Tier II Schools shall mean the 15 (which is equal to 5%) lowest ranked secondary schools where the ―all students‖ group meets the minimum n-size for AYP that are eligible for, but do not receive, Title I funds plus any secondary school that is eligible for, but does not receive, Title I funds that has a graduation rate of less than 75% over the three latest years and was not captured in the above 15 schools.
    [Show full text]
  • 1003(G) School Improvement Grant Guidelines
    Title I, Part A, Section 1003(g) School Improvement Grant Guidelines Cohort IV 2018-19 (Year 3) Application Authorized by Elementary and Secondary Education Act (ESEA) (20 U.S.C. 6303 (g)) Please direct questions to: Wendy Savaske Keith Stewart Education Consultant Education Consultant Title I and School Support Team Title I and School Support Team Division for Student and School Success Division for Student and School Success Wisconsin Department of Public Instruction Wisconsin Department of Public Instruction 125 South Webster Street, P.O. Box 7841 125 South Webster Street, P.O. Box 7841 Madison, WI 53707-7841 Madison, WI 53707-7841 (608) 267-7461 (608) 264-9320 [email protected] [email protected] or Kyle Peaden Education Consultant Title I and School Support Team Division for Student and School Success Wisconsin Department of Public Instruction 125 South Webster Street, P.O. Box 7841 Madison, WI 53707 -7841 (608) 266-5404 [email protected] © 2018 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or disability. Table of Contents I. Overview........................................................................................................................... 4 II. Eligibility........................................................................................................................... 4 III.
    [Show full text]
  • Administrators and Teachers' Perceptions of Key Components of the School Improvement Grant Willis Anthony Smith University of Southern Mississippi
    The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2012 Administrators and Teachers' Perceptions of Key Components of the School Improvement Grant Willis Anthony Smith University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Educational Leadership Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Smith, Willis Anthony, "Administrators and Teachers' Perceptions of Key Components of the School Improvement Grant" (2012). Dissertations. 425. https://aquila.usm.edu/dissertations/425 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi ADMINISTRATORS AND TEACHERS’ PERCEPTIONS OF KEY COMPONENTS OF THE SCHOOL IMPROVEMENT GRANT by Willis Anthony Smith Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2012 ABSTRACT ADMINISTRATORS AND TEACHERS’ PERCEPTIONS OF KEY COMPONENTS OF THE SCHOOL IMPROVEMENT GRANT by Willis Anthony Smith December 2012 The purpose of this research was to assess administrators and teachers’ perceptions of key components of the School Improvement Grant (SIG). This study explores whether or not administrators and teachers believe the SIG’s key components have a positive impact on school improvement. The participants for this study were drawn exclusively from five of the eighteen SIG schools that received the School Improvement Grant in Mississippi.
    [Show full text]
  • Expanded Learning Time a Summary of Findings from Case Studies in Four States Credits and Acknowledgments
    Center on Education Policy January 2015 Expanded Learning Time A Summary of Findings from Case Studies in Four States Credits and Acknowledgments This report was researched and written by Jennifer McMurrer, CEP’s director of research; Matthew Frizzell, CEP’s research associate; and Nanami Yoshioka, CEP’s graduate research assistant. The data collection, research, and writing for the Oregon case studies was completed by Caitlin Scott and Nora Ostler, CEP consultants. Nancy Kober, CEP’s editorial consultant, assisted with writing and editing the report. Maria Ferguson, CEP’s executive director, and Diane Stark Rentner, CEP’s deputy director, provided advice and assistance on the study design and the report content. We are tremendously grateful to the state education agency, district, and school leaders in Colorado, Connecticut, Oregon, and Virginia who took time from their busy schedules to be interviewed for this study. Thank you for making this sum - mary and the accompanying case study reports possible. Based in Washington, D.C. at the George Washington University’s Graduate School of Education and Human Development and founded in January 1995 by Jack Jennings, the Center on Education Policy is a national independent advocate for public education and for more effective public schools. The Center works to help Americans better understand the role of public education in a democracy and the need to improve the academic quality of public schools. We do not rep - resent any special interests. Instead, we help citizens make sense of the conflict - ing opinions and perceptions about public education and create the conditions that will lead to better public schools.
    [Show full text]