
Discusses findings on the second-year impact of the TAP program, in which teachers earn extra pay and are promoted for delivering added value to student achievement and quality classroom performance, on student test scores and teacher retention rates.
August 1970
Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Illinois

Based on test scores, teacher records, surveys, and interviews, examines the first-year impact of the TAP program, in which teachers delivering added value to student achievement and quality classroom performance earn extra pay and become mentors.
August 1970
Geographic Focus: North America-United States (Midwestern)-Illinois-Cook County-Chicago, North America-United States (Midwestern)-Illinois

Presents survey findings on the role of recess in improving students' healthy development, classroom behavior, and focus and, in turn, academic achievement. Examines the impact of testing requirements on recess and other challenges. Makes recommendations.
August 1970
Geographic Focus: North America-United States

Community and Economic Development;Education and Literacy
Presents a case study of community organizing for school reform by Oakland Community Organizations: how parent and community engagement in a campaign for small schools shaped leadership development, district policy, school capacity, and student outcomes.
August 1970
Geographic Focus: North America / United States (Western) / California;North America / United States (Western) / California / Alameda County / Oakland

Community and Economic Development;Education and Literacy
Presents a case study of community organizing for school reform by Miami's People Acting for Community Together: how its campaign for a new literacy program shaped leadership development, district-level policy, school-level capacity, and student outcomes.
August 1970
Geographic Focus: North America / United States (Southern) / Florida;North America / United States (Southern) / Florida / Miami/Dade County / Miami

Children and Youth, Education and Literacy
Recently, testimony from three public hearings in Massachusetts suggested that excessive disciplinary action for non-violent offenses, such as tardiness and truancy, exacerbates the dropout crisis. Testimony indicated that students already behind in school are often forced to miss additional days through suspensions, which leads to a loss of credits and an inability to catch up. Some parents, educators, education stakeholders, and coalitions, including the Massachusetts Graduation and Dropout Prevention and Recovery Commission, have called for a closer look at school discipline policies and practice. Many observers have come to believe that fully understanding the role of discipline is an essential step in tackling the problem of why some Massachusetts students are not staying in school. It is within this context that the Rennie Center for Education Research & Policy embarked upon its examination of school discipline in Massachusetts.
Act Out, Get Out? Considering the Impact of School Discipline Practices in Massachusetts reviews why discipline policies are necessary, laws governing these policies, and national research on the effects of disciplinary removal. The brief then describes overall trends in the disciplinary removal (suspensions and expulsions) of Massachusetts public school students over time (school year 2005-2006 through 2008-2009) and findings from a more in-depth analysis of discipline data from the 2007-2008 school year. Key findings from data about the 2007-2008 school year include: 1. For the most serious infractions, those involving illegal substances, violence and criminal activities the most common reason for disciplinary removal is violence; 2. Out-of-school suspension is the most frequently used form of disciplinary removal; 3. The number of disciplinary removals peaks at 9th grade and declines in 10th through 12th grade; 4. Particular segments (low-income, special education, male, black, Hispanic) of the student population are removed at disproportionately high rates.
This policy brief highlights essential questions that need to be answered in order to fully understand how discipline policies are being carried out and to tease out the relationship between disciplinary removal, the achievement gap, and dropping out of public schools in Massachusetts. The final section of the brief puts forth considerations for policymakers and K-12 school and district leaders. The brief suggests there is a need for more detailed and complete record keeping of school discipline data as well as for more schools and districts to implement school-wide preventative approaches and alternative education programs for students who have been removed. The brief also questions the extent to which of out-of-school suspensions are used for non-violent, non-criminal offenses, particularly those for Pre-Kindergarten and Elementary School aged students.
The brief was the subject of discussion at a public event on May 26, 2010.
August 1970
Geographic Focus: North America-United States (Northeastern)-Massachusetts

Children and Youth;Education and Literacy
Student learning plans (SLPs) represent an emerging practice in how public schools across the country are supporting the development of students' college and career readiness skills. Learning plans are student-driven planning and monitoring tools that provide opportunities to identify postsecondary goals, explore college and career options and develop the skills necessary to be autonomous, self-regulated learners. Currently, 23 states plus the District of Columbia require that students develop learning plans, and Massachusetts state policymakers are considering whether all middle and high school students should be required to develop learning plans. Legislation is currently pending that calls for the Executive Office of Education to convene an advisory group to investigate and study a development and implementation process for six-year career planning to be coordinated by licensed school guidance counselors for all students in grades 6 to 12.
The purpose of the policy brief Student Learning Plans: Supporting Every Student's Transition to College and Career is to provide policymakers in Massachusetts with a better understanding of what student learning plans are as well as how and to what extent their use is mandated in other states. The brief is organized into five major sections: an overview of SLPs and the rationale for their use in public K-12 education; an overview of the research on the effectiveness of SLPs on improving a variety of student outcomes, including engagement, responsibility, motivation, long-term postsecondary college and career planning; current state trends in mandating SLPs for all students, including the structure and implementation of SLPs, their connection to other high school reform initiatives and their alignment with state and federal career awareness and workforce development initiatives; promising implementation strategies; and, considerations for state policymakers.
Considerations for Massachusetts policymakers include: learn from states that are pioneers in the implementation of SLPs for all students; develop a comprehensive implementation plan; and, strengthen career counseling and career awareness activities in Massachusetts schools.
The policy brief was the subject of discussion during a public webinar on June 30, 2011.
August 1970
Geographic Focus: North America / United States;North America / United States (Northeastern) / Massachusetts

Children and Youth, Education and Literacy, Gay, Lesbian, Bi and Trans
National survey of the school experiences of 7,261 lesbian, gay, bisexual and trasngender secondary school students.
In our 2009 survey, we examine the experiences of LGBT students with regard to indicators of negative school climate:
- hearing biased remarks, including homophobic remarks, in school;
- feeling unsafe in school because of personal characteristics, such as sexual orientation, gender expression, or race/ethnicity;
- missing classes or days of school because of safety reasons; and
- experiences of harassment and assault in school.
We also examine the possible negative effects of a hostile school climate on LGBT students' academic achievement, educational aspirations, and psychological well-being. We explore the diverse nature of LGBT students' experiences by reporting on how these differ by students' personal and community characteristics. We also examine whether or not students report experiences of victimization to school officials or to family members and how these adults address the problem. In addition, we demonstrate the degree to which LGBT students have access to supportive resources in school, and we explore the possible benefits of these resources, including Gay-Straight Alliances (GSAs), school harassment/assault policies, supportive school staff, and curriculum that is inclusive of LGBT-related topics.
Given that we now have 10 years of data, we examine changes over the past decade on both indicators of negative school climate and levels of access to LGBT-related resources in schools.
August 1970
Geographic Focus: North America-United States