The Consortium for Policy Research in Education (CPRE) brings together education experts from renowned research institutions to contribute new knowledge that informs PK-20 education policy and practice. Our work is peer-reviewed and open-access. Read more about what we do.
This policy brief examines the evolution of the educational leadership development system in England to see what ideas American leaders and policymakers might take from looking transnationally. The brief
is based on a more in-depth examination of that leadership development system described in a CPRE research report entitled Building a Lattice for School Leadership: The Top-to-Bottom Rethinking of
Leadership Development in England and What It Might Mean for American Education.
This document is the second in a series of three reports based on our external evaluation of the Reading Recovery i3 Scale-Up. This report presents results from the impact and implementation studies conducted over the 2012-2013 school year—the third year of the scale-up effort and the second full year of the evaluation.
This report examines the educational leadership development system in England to see what, if any, ideas American leaders and policymakers might learn from looking cross-nationally. Although there are several important differences between the way that educational leadership is designed, supported, and carried out in English schools in comparison with schools in the United States, it is worthwhile for us to consider the value of these English approaches for the American context.
This is the first in a series of reports based on a multi-year research project on the Tennessee Achievement School District (ASD). The purpose of these reports is to present independent analyses based on evidence, as well as the experience and judgment of the research team. The current discussion examines the ASD’s theory of action, and considers how its system of accountability and guidance could infl uence the nature of students’ educational experiences.
The Common Core has become a flashpoint at the nexus of education politics and policy, fueled by ardent social media activists. To explore this phenomenon, this innovative and interactive website examines the Common Core debate through the lens of the influential social media site Twitter. Using a social network perspective that examines the relationships among actors, we focus on the most highly used Twitter hashtag about the Common Core: #commoncore. The central question of our investigation is: How are social media-enabled social networks changing the discourse in American politics that produces and sustains social policy? Visit www.hashtagcommoncore.com to view the research and join the conversation.