Student mobility is the phenomenon of students in grades K-12 changing schools, both during the school year and in the summer, for reasons other than customary promotion from elementary school to middle school or middle school to high school. Student mobility is an important research topic because of: 1) the current education policy environment, with its focus on school choice; 2) the impact of student mobility on school building and school district performance; 3) the relationship of mobility and at-risk children and their families; and 4) the impact of highly mobile populations on the quality of neighborhoods and communities.
In May 2002, The Columbus Foundation commissioned research by Community Research Partners (CRP) to study the causes, patterns and impact of high student mobility in the Linden-McKinley feeder pattern of the Columbus Public Schools (CPS) and to recommend both school and community strategies to address mobility. CRP is a non-profit research and evaluation organization, and a partnership of the City of Columbus, United Way of Central Ohio and the John Glenn Institute at The Ohio State University.
August 1970
Geographic Focus: North America / United States (Midwestern) / Ohio / Franklin County / Columbus
This policy brief describes a demonstration launched by MDRC in four states in 2008 to evaluate whether performance-based scholarships -- paid contingent on attaining academic benchmarks -- are an effective way to improve persistence and academic success among low-income college students. The demonstration builds on positive results from an earlier MDRC study in Louisiana.
August 1970
Geographic Focus:
This policy brief describes a demonstration launched by MDRC in four states in 2008 to evaluate whether performance-based scholarships -- paid contingent on attaining academic benchmarks -- are an effective way to improve persistence and academic success among low-income college students. The demonstration builds on positive results from an earlier MDRC study in Louisiana.
August 1970
Geographic Focus:
Achieving the Dream teaches community colleges to use student data to improve programming and student success. Since participating, Guilford Technical Community College in North Carolina has become a data-driven, success-oriented institution and has seen promising trends in student achievement. This study offers lessons for other colleges undertaking similar institutional reform.
August 1970
Geographic Focus: North America / United States (Southern) / North Carolina
Achieving the Dream teaches community colleges to use student data to improve programming and student success. Since participating, Guilford Technical Community College in North Carolina has become a data-driven, success-oriented institution and has seen promising trends in student achievement. This study offers lessons for other colleges undertaking similar institutional reform.
August 1970
Geographic Focus: North America / United States (Southern) / North Carolina
Over the past decade, alternative teacher preparation programs have proliferated across the nation -- and in Massachusetts -- in response to projected teacher shortages and in an effort to better prepare teachers for the challenges of today's classrooms. While the vast majority of Massachusetts teachers are trained through traditional teacher preparation programs, both the number of alternative route programs and the number of teachers completing them has grown significantly.
National research comparing alternative and traditional routes to teaching offers little empirical evidence to guide policy changes. Yet there has been a shift in teacher preparation programs toward: longer and more intense field-based experiences; closing the gap between theory and practice; partnerships between preparation programs and local school districts; and accountability in teacher preparation. It is within this context that the Rennie Center embarked upon a project to examine the role of alternative routes to teaching in Massachusetts. As part of this project, the Rennie Center convened a diverse working group, which examined the characteristics of alternative teacher preparation programs in the Commonwealth, including the type of candidates they attract, and examined issues associated with the expansion and sustainability of these programs. This report is the culmination of the Rennie Center's year-long project.
Preparing Tomorrow's Teachers: The Role of Practice-Based Teacher Preparation Programs in Massachusetts highlights gaps in knowledge and areas for improvement, and lays the groundwork necessary for a deeper look at issues associated with drawing exceptional candidates into the teaching profession; filling vacant positions; measuring teacher quality; and holding teacher preparation programs accountable.
The final section of the report puts forth considerations for policymakers, K-12 school and district leaders, and institutions of higher education. The report encourages the state to facilitate and encourage communication and collaboration between those that train teachers and those that hire them, and provide teacher preparation programs with access to the state data system so they may more easily evaluate their programs. The report also encourages K-12 district leaders and deans of college and university departments of education to create lend-lease programs that would allow expert teachers to work as adjunct professors in schools of education without forfeiting their role as K-12 teachers as a way to bring both the clinical and contextualized knowledge of schools and districts into teacher training.
The report was the subject of discussion at a public event on November 19, 2009.
August 1970
Geographic Focus: North America / United States (Northeastern) / Massachusetts
Community and Economic Development;Computers and Technology;Education and Literacy
Colleges and universities should embrace the concept of increased openness in the use and sharing of information to improve higher education. That is the core recommendation of this report. The report was produced by CED's Digital Connections Council (DCC), a group of information technology experts that advises CED's business leaders on cutting-edge technologies.
August 1970
Geographic Focus:
Education and Literacy;Government Reform
Washington's public colleges and universities are a critical resource for building a prosperous future for our state and fulfilling the promise of opportunity for all. Without strong public institutions of higher education, our youth will be stymied in striving to reach their full potential, and our state will not remain competitive in the global economy. Yet over the past two decades, the state's financial support for higher education has not kept pace with population growth and rising costs. Public institutions differ from private colleges and universities in their commitment to providing access to higher education and improving the well-being of all state residents. The University of Washington, in its statement of values, describes "Being Public" as follows: "As a public university we are deeply committed to serving all our citizens. We collaborate with partners from around the world to bring knowledge and discovery home to elevate the quality of lives of Washingtonians." As centers of education, research, and innovation, public colleges and universities spur economic development throughout the state. Washington's business leaders have long expressed the need for a more highly trained workforce, with more public investment in every level of education, from preschool through graduate study. Governor Christine Gregoire said in her 2009-11 Budget Proposal, "Washington's public colleges and universities are the economic engine that drives the state's economy and will drive our recovery." To build a strong foundation for Washington's future, we must increase public investment in higher education as a part of upgrading our whole public education system. Doing so will require identifying new sources of public revenue.
August 1970
Geographic Focus: North America / United States (Northwestern) / Washington
