Educator Effectiveness/Quality

Ask the Experts in Competency-Based Education: Teachers and Principals

This blog series shares lessons from leaders in competency-based education at different levels of leadership: state, district, and school. Each post will highlight the work of several leaders at a given level and will share lessons learned for other educators to consider in their own development of competency-based education. 

Employability Skills for All Classrooms

To meet the demands of the 21st century workplace, today’s students need to master more than traditional academic skills. Future jobs will increasingly require employability skills – mastery of technology, problem-solving and communication skills, and the ability to work as a team and apply knowledge to new situations.

Making Learning Personal in High Schools: A Briefing on Capitol Hill

On May 1, 2014, the National Association of Secondary School Principals (NASSP) in partnership with the Alliance for Excellent Education led a question and answer based conversation about the role of secondary school leaders in creating personalized learning environments that are sustainable and increase student achievement.   

Dual Enrollment: A Strategy to Improve College-Going and College Completion among Rural Students

On a national scale, rural districts face a range of challenges: declining student enrollment, declining revenues, technological disadvantages, trouble recruiting and retaining quality teachers, long student commutes, and at the high school level, providing the general academic core curriculum while also offering robust career/technical education (CTE) and advanced academic options. These challenges likewise play out in dual enrollment opportunities in rural high schools.

An Experimental Study of the Project CRISS Reading Program on Grade 9 Reading Achievement in Rural High Schools

This paper examines the results of the study of the Project CRISS efficacy in fostering reading comprehension in grade 9 students. Project CRISS is based on the belief that teachers can become more effective when trained in a standardized method of presenting reading comprehension strategies that eventually are internalized by the students. The comprehension strategies themselves provide an intellectual framework that aims to foster reading comprehension. The study consisted of a randomized trial with pre- and post-treatment measurement of reading comprehension abilities.

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