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"In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards credit for evidence of learning, not for the time students spend studying a subject. The Foundation asked RAND to evaluate these efforts in terms of implementation, students' experiences, and student performance. This report presents final results from that evaluation, offering an overview of competency-based education and the Project Mastery grant projects and describing the implementation of competency-based educational features under each project. The report concludes with six lessons for policy, partnerships, and practice."--

Competency-based education --- Poor children --- Education, Special Topics --- Education --- Social Sciences --- Evaluation --- Children of the poor --- Economically disadvantaged children --- Competency training --- OBE (Education) --- Outcome-based education --- Outcomes-based education --- Performance-based education --- Economic conditions --- Children

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The Department of Defense Education Activity (DoDEA) recently adopted the Common Core State Standards (CCSS). This paper draws on prior literature on the implementation of large-scale educational reforms to frame CCSS implementation in terms of eight core tasks, each tailored to the DoDEA context. These tasks are based on a synthesis of scale-up efforts from 15 diverse, large-scale reforms.

Military post schools, American --- Military & Naval Science --- Education --- Law, Politics & Government --- Social Sciences --- Military Science - General --- Education, Special Topics --- Standards --- Standards. --- United States. --- American military post schools --- American overseas dependents schools --- Department of Defense dependents' schools --- Department of Defense overseas schools --- Dependents schools, Department of Defense --- Overseas dependents schools, American --- DoDEA --- DoEA

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This study capitalizes on a natural experiment that occurred in California between 2000 and 2002. In those years, the state offered a competitively allocated $20,000 incentive called the Governor's Teaching Fellowship (GTF) aimed at attracting academically talented, novice teachers to low-performing schools and retaining them in those schools for at least four years. Taking advantage of data on the career histories of 27,106 individuals who pursued California teaching licenses between 1998 and 2003, we use an instrumental variables strategy to estimate the unbiased impact of the GTF on the decisions of recipients to begin working in low-performing schools within two years after licensure program enrollment. We estimate that GTF recipients would have been less likely to teach in low-performing schools than observably similar counterparts had the GTF not existed, but that acquiring a GTF increased their probability of doing so by 28 percentage points. Examining retention patterns, we find that 75 percent of both GTF recipients and non-recipients who began working in low-performing schools remained in such schools for at least four years.

Zonder onderwerpscode: economie

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This study capitalizes on a natural experiment that occurred in California between 2000 and 2002. In those years, the state offered a competitively allocated $20,000 incentive called the Governor's Teaching Fellowship (GTF) aimed at attracting academically talented, novice teachers to low-performing schools and retaining them in those schools for at least four years. Taking advantage of data on the career histories of 27,106 individuals who pursued California teaching licenses between 1998 and 2003, we use an instrumental variables strategy to estimate the unbiased impact of the GTF on the decisions of recipients to begin working in low-performing schools within two years after licensure program enrollment. We estimate that GTF recipients would have been less likely to teach in low-performing schools than observably similar counterparts had the GTF not existed, but that acquiring a GTF increased their probability of doing so by 28 percentage points. Examining retention patterns, we find that 75 percent of both GTF recipients and non-recipients who began working in low-performing schools remained in such schools for at least four years.