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Offers a research-based model and actionable approach for using data strategically at community colleges to increase completion rates as well as other metrics linked to student success. The authors draw from the fields of psychology, neuroscience, and behavioural economics to show how leaders and administrators can build good habits for engaging with data constructively.

Shows how the conditions for continuously improving instruction can be created at every level - from the classroom to the school to the central office. Ann Jaquith presents a framework for understanding and building instructional capacity, based on her original research in schools and districts and ideas drawn from the literature on instructional resourcing.

Chronicles the transition of a cohort of young Black males from Urban Prep Charter Academy for Young Men to their early experiences in higher education. A rich and closely observed account of a mission-driven school and its students, Urban Preparation makes a significant contribution to our understanding of how young males of colour can best be served in schools today.

Provides practical, research-based guidance for teachers seeking to strengthen students' reading, writing, and communication skills in subjects from the humanities to the sciences. The authors present a framework for conducting professional development cycles based on disciplinary literacy-related learning and district-based research projects they have conducted over the past five years.

Investigates the question of whether charter schools cultivate different teaching climates from those found in traditional public schools. To answer this question, Zachary W. Oberfield examined hundreds of thousands of teacher surveys from across the US. The result is a trenchant analysis that deepens our understanding of what the charter experiment means for the future of US public education.

Today's students must cultivate the full range of intellectual, interpersonal, and intrapersonal capacities that have been grouped together under the banner of ""deeper learning"". Rethinking Readiness focuses on how educators and policy makers should move forward to provide the educational experiences that students need to become truly well prepared for their futures.

Framed by critical analyses of the major trends and policies enacted over the past fifteen years, Inside Our Schools adds to the understanding of unintended consequences of policy on classroom practice as well as the limits of current policies - which are uninformed by the actual conditions that teachers face - to improve teaching and learning.

Today's students must cultivate the full range of intellectual, interpersonal, and intrapersonal capacities that have been grouped together under the banner of ""deeper learning"". Rethinking Readiness focuses on how educators and policy makers should move forward to provide the educational experiences that students need to become truly well prepared for their futures.

Offers an insightful look at the growing movement of civic-minded educators who are using twenty-first-century participatory practices and connected technologies to organise change from the ground up. Kira J. Baker-Doyle highlights the collaborative, grassroots tactics that activist teachers are implementing to transform their profession and pursue greater social justice and equity in education.

In this foundational book, Frederick M. Hess and Max Eden bring together a cross-section of respected academics and journalists to examine key aspects of the Every Student Succeeds Act (ESSA). This volume provides a thematic and in-depth analysis of the central provisions of this landmark legislation, presenting a range of perspectives.

In this foundational book, Frederick M. Hess and Max Eden bring together a cross-section of respected academics and journalists to examine key aspects of the Every Student Succeeds Act (ESSA). This volume provides a thematic and in-depth analysis of the central provisions of this landmark legislation, presenting a range of perspectives.

Provides new evidence from a range of leading scholars showing that teachers become more effective when they work in organisations that support them in comprehensive and coordinated ways. The studies featured in the book suggest an alternative approach to enhancing teacher quality: creating conditions and school structures that facilitate the transmission and sharing of knowledge among teachers.

Inspired by his conversations with young, would-be reformers who are passionate about transforming education, the book offers a window into Frederick M. Hess's thinking about what education reform is and should be. Hess writes that ""reform is more a matter of how one thinks about school improvement than a recital of programs and policy proposals.

Examines the growing convergence between the K-12 and higher education sectors in the United States. This volume makes the powerful case that it is no longer possible to think of one sector in the absence of the other, given the economic, demographic, and technological forces that are pushing the educational system toward convergence.

Examines the growing convergence between the K-12 and higher education sectors in the United States. This volume makes the powerful case that it is no longer possible to think of one sector in the absence of the other, given the economic, demographic, and technological forces that are pushing the educational system toward convergence.

Framed by critical analyses of the major trends and policies enacted over the past fifteen years, Inside Our Schools adds to the understanding of unintended consequences of policy on classroom practice as well as the limits of current policies - which are uninformed by the actual conditions that teachers face - to improve teaching and learning.

Offers a frank and nuanced analysis of the successes and shortcomings of the charter movement, and outlines possible directions for the future. The authors highlight some of the key accomplishments of charter schools in serving selected populations while acknowledging the mixed results of the sector as a whole, and identify critical challenges for strengthening the charter sector.

Offers a lively and accessible guide aimed at helping education leaders thrive under pressure by developing the inner strengths of mindfulness and self-compassion, expressing emotions wisely, and maintaining a clear focus on the values that matter most. Jerome T. Murphy argues that the main barrier to thriving as leaders is not the outside pressures we face, but how we respond to them.

Shines a spotlight on "excellence gaps" - the achievement gaps among subgroups of students performing at the highest levels of achievement. The authors argue that these significant gaps reflect the existence of a persistent talent underclass in the United States among African American, Hispanic, Native American, and poor students, resulting in an incalculable loss of potential.

Matching Students to Opportunity expands on the discussion of a critical issue in college access and success: the match between prospective students and the colleges in which they enroll. The contributors to this volume argue that the discussion of college match must be broadened to include students at all levels of achievement--not just the most academically qualified--and must take into consideration dimensions other than academic selectivity, such as geography and price. Matching Students to Opportunity advances the current conversation on college access, match, and completion, and offers a valuable addition to public policy discussions on this timely and urgent topic. "Matching Students to Opportunity widens the college match and fit conversation to be more inclusive and impactful. This volume challenges us to take a more global and comprehensive view of college match--a view that is critical if we want to make serious progress in improving educational attainment and increasing opportunity for all of our nation's students." --Nicole Hurd, founder and CEO, College Advising Corps "This book is a powerful exploration of inadequate matching between students and colleges. It provides important insights to all parties in the college admissions process--students, counselors, college administrators, and policy makers." --Christopher Avery, Roy E. Larsen Professor of Public Policy and Management, Harvard Kennedy School Andrew P. Kelly is the director of the Center on Higher Education Reform and a resident scholar in education policy studies at the American Enterprise Institute. Jessica S. Howell is the executive director of policy research at the College Board. Carolyn Sattin-Bajaj is an assistant professor in the Department of Education Leadership, Management, and Policy and a codirector of the Center for College Readiness at Seton Hall University.

Karin Chenoweth draws on her decade-long journey into neighbourhood schools where low-income students and students of colour are learning at unexpectedly high levels to reveal a key ingredient to their success: in one way or another, their leaders have confronted the traditional ways that schools are organised and adopted new systems, all focused on improvement.

Offers a comprehensive, up-to-the-minute guide for creating fully accessible college and university programmes. This second edition has been thoroughly revised and expanded, and it addresses major recent changes in universities and colleges, the law, and technology.

Challenges the conception of the "skills gap", highlighting instead the value of broader twenty-first-century skills in postsecondary education. The authors advocate for a system in which employers share responsibility along with the education sector to serve the collective needs of the economy, society, and students.

Examines the contexts in which new initiatives in education are taking shape. The contributors inquire into the impact of entrepreneurship on the larger field - including the development and deployment of new technologies - and analyse the incentives, barriers, opportunities, and tensions that support or constrain innovation.

Describes how different nations have defined the core competencies and skills that young people will need in order to thrive in the twenty-first-century, and how those nations have fashioned educational policies to promote those skills. The book examines six countries, exploring how each one defines, supports, and cultivates those competencies that students will need in order to succeed.

Offers a rare behind-the-scenes view of decision making inside four influential education philanthropies: the Ford Foundation, the W.K. Kellogg Foundation, the Bill & Melinda Gates Foundation, and the Eli and Edythe Broad Foundation. The outcome is an intriguing, thought-provoking look at the impact of current philanthropic efforts on education.

Like medical practitioners, educators share the moral obligation to "first, do no harm." But as this provocative volume shows, education policies do not always live up to this ideal. When School Policies Backfire draws our attention to education policies designed to help disadvantaged students that instead had the perverse effect of harming them.