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A Path to the Future: Creating Accountability for Personalized Learning

Organization: Bellwether Education Partners
Date: 2015
Description: This paper seeks to help policymakers enable smart innovation while also safeguarding the key functions of accountability systems. Understanding the development of personalized learning and accountability—as well as the emerging tensions between them—will help policymakers create accountability policies that complement and support personalized learning approaches rather than work against them. Learn more
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Addressing English Learners with Disabilities

Organization: U.S. Department of Education
Date: 2015
Description: This is the sixth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners.
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Advanced Course Completion in Magnet and Comprehensive High Schools: A Study in Nevada’s Clark County School District

Organization: Institute for Education Sciences
Date: 2015
Description: This study, conducted by REL West in collaboration with Clark County School District in Nevada, examined whether a student’s likelihood of completing an advanced course in high school differs based on whether he or she attended a magnet or comprehensive high school.

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Competency-based Education: Supporting Personalized Learning

Organization: Center on Innovations in Learning
Date: 2015
Description: This issue brief is the first in a series produced by the Center on Innovations in Learning's League of Innovators. The series will describe, discuss, and analyze policies and practices that enable personalization in education. Topics should be of particular interest to state education agencies and district and school personnel. This first issue overviews the complexities of implementing competency-based education, a component of personalization that has received growing attention. Subsequent issues of the series will present either issue briefs, like this one, or field reports on lessons learned by practitioners recounting the successes and obstacles to success encountered in implementing personalized learning. Neither the issue briefs nor the field reports attempt to present in-depth reviews of the research; for those resources readers are encouraged to access the Center on Innovations in Learning's resource database.
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Creating an Inclusive Environment and Avoiding Unnecessary Segregation

Organization: U.S. Department of Education
Date: 2015
Description: This is the fifth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners.
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Ensuring Meaningful Communication with Limited English Proficient Parents

Organization: U.S. Department of Education
Date: 2015
Description: This is the tenth and final chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners.
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Evaluating the Effectiveness of a District's EL Program

Organization: U.S. Department of Education
Date: 2015
Description: This is the ninth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners.
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Forum Guide to Alternative Measures of Socioeconomic Status in Education Data Systems

Organization: NCES
Date: 2015
Description: The goal of this document is to provide relevant information to the education community as it considers alternatives to free and reduced-price meal (FRP) eligibility data as a proxy for individual student and family socioeconomic status (SES). It provides “encyclopedia-type” entries for eight different alternative SES measures and, as such, will help readers better understand the implications of collecting and interpreting a range of SES-related data in education agencies. More specifically, it strives to
  • explain the context of SES data collection and use in administrative records systems in the education community;
  • describe the benefits, challenges, and limitations of plausible SES alternatives;
  • emphasize standard definitions and calculations for SES alternatives in order to encourage comparability; and
  • recommend good practices for adopting and implementing new SES elements in education agencies and data systems.
It should be noted that this document focuses on the needs and possible solutions for administrative records in education
data systems and does not reflect the full spectrum of opportunities available to the research community.

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Including the Learner in Personalized Learning

Organization: Center on Innovations in Learning
Date: 2015
Description: This issue is in response to Janet Twyman's brief, "Competency-Based Education: Supporting Personalized Learning" in the "Connect: Making Learning Personal" series. The discussion in Twyman's brief stopped short of being explicit regarding the aspect of personalized learning that Wisconsin's education innovation lab, the Institute @ CESA #1, has found to be the most powerful and profound in terms of student learning--supporting learners to make the transition from a passive recipient of adult instruction to a partner in learning. This support is key to building learner capacity for sustained, independent learning--the type of learning that can last a lifetime. This brief discusses the following: (1) Partnering "with" students; (2) Transitioning to new practice; (3) Student performance and behavior; and (4) Recommendations for engaging in the practice of personalized learning.
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Meaningful Access to Core Curricular, Extra Curricular Programs

Organization: U.S. Department of Education
Date: 2015
Description: This is the fourth chapter of the English Learner Tool Kit, which is intended to help state and local education agencies (SEAs and LEAs) in meeting their obligations to English Learners.
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