Each of these tiers is address by one of three different types of program grants – development, validation, and scale-up. In 2015, Congress updat the program as part of the Every Student Succes Act, which adds eligible applicants to the program, but keeps most of the essential features of the original program.
Progress in EIR Research Priority Areas.
To qualify, grant applicants had to apply in one of the Department of ucation’s chosen focus areas, which were select bas on the ne for greater evidence of what work in that area. The topics differ from year to year.
For example, in 2010 there were
Four priority areas: (1) teachers and principals; (2) data use; (3) standards and assessments; and (4) school turnarounds. In Lester’s ig database review of the program evaluations for supporting effective teachers and principals, he concludes: “the poor overall performance in this category may not be surprising. Previous studies have suggest that most teacher professional development is ineffective.
In terms of the priority area of school
Turnarounds, he look at an initiative call Diplomas Now, launch by Johns Hopkins University with a 2010 validation grant. Lester writes that the this will simplify the search for customers initiative is in 32 middle and high schools, with the goal of increasing high school graduation and college readiness. He notes that “While the project is not yet complete . . . its early results are still noteworthy.
After two years it ruc
The percentage of students exhibiting one or more early warni. Ing signs that a student will drop out, including poor behavior, low attendance, or poor academic perf. Irmance.” Interestingly, he found: “The highest success rate of all rich data was experienc by gran. Itees that were focus on reading and literacy.” Observations Bas on Types of Grant Recipients. Gra. Int recipients could be local school districts, universities, non-profits running charter schools, etc.