Below are the results for #AskExcelinEd.
• Cari Miller
As we continue to explore how states are advancing educational equity that offers students quality learning opportunities, Policy Director of Early Literacy Cari Miller discusses the importance of high quality early learning programs and highlights four states who are leading the way. A new resource from CCSSO is now available to support equity improvements already underway […]
• Matthew Joseph
As we continue to explore how states are advancing educational equity that offers students quality learning opportunities, this week, Policy Director of Education Funding Matthew Joseph discusses how states can implement student-centered funding, and highlights some promising practices from states across the country. It’s a poorly kept secret that fiscal equity is elusive in K-12 public […]
• Liya Amelga
During this #AskExcelinEd series, we will be exploring how states are advancing educational equity to offer students quality learning opportunities. Associate Director of K-12 Reform Liya Amelga kicks off this series by providing a historical overview of educational equity. A new report States Leading for Equity: Promising Practices Advancing the Equity Commitments released by the […]
#AskExcelinEd: How can state and local education agencies support educators in improving CTE instruction?
• Danielle Mezera
As we’ve noted before, strengthening Career and Technical Education (CTE) requires a number of steps, including program alignment with state and regional demand; sequenced and progressive coursework; academic and technical student experiences that result in employable skills; and high-quality course standards. What is missing from this list? Educators. As a robust state CTE program grows, […]
#AskExcelinEd: What challenges do states face in aligning CTE program offerings to business and industry needs?
• Quentin Suffren
A high-quality Career and Technical Education (CTE) program reflects the needs of business and industry and ensures students are well prepared to meet those needs. Too often, this statement is still the exception – and not the rule. Let’s take a closer look at the top three challenges states face in strengthening their CTE programs. […]
• Danielle Mezera
For our next #CTEMonth installment, Danielle Mezera, coauthor of Putting CTE to Work for Students, explains high-quality course standards and why they are essential in a successful CTE program. Strengthening state Career and Technical Education (CTE) programs does not have to involve major legislative changes or depend on federal action, such as reauthorization of the […]
• Lowell Matthews
February is Career and Technical Education (CTE) month. Today, we’ll tackle the question of why industry certifications matter for secondary students. The benefits are undeniable! Consider each of these advantages: Foundational Skills The process of earning an industry certification allows students to experience the real-world demands of work in a practical way. Acquiring an industry […]
• Quentin Suffren
February is Career and Technical Education Month (#CTEMonth) and for the next few weeks we will be exploring some of the pressing issues facing state and local CTE programs. Today, Innovation Policy Managing Director Quentin Suffren previews what to expect from this series and provides background on CTE. Here at ExcelinEd, we talk a lot […]
• Lizzette Gonzalez Reynolds
Next week we celebrate National School Choice Week with more than 32,000 events and activities across the country. Parents, teachers and students will be featuring traditional public schools, public charter schools, private schools, magnet schools, online schools and homeschooling. I personally will be among an estimated 6.7 million participants at National School Choice Week events. […]
• Patricia Levesque
Across the nation, education reform remains a top priority for those working year in and year out on behalf of students—whether in state capitols, classrooms, board rooms or living rooms. In 2018, ExcelinEd will continue to support state leaders who are on the front lines of reform by leading, supporting and partnering to achieve our […]
• Governor Jeb Bush
Why did you first convene a national summit on education reform back in 2008? When we held our first summit in Orlando in 2008, our entire staff could have fit in a minivan. We were a start-up that took on the rather audacious mission of overhauling the nation’s education system, basing our approach on disruptive […]
• The Ed Fly
We are just four weeks away from ExcelinEd’s 2017 National Summit on Education Reform (#EIE17)! During this four-part #AskExcelinEd series, we will share Q&As with some speakers from our upcoming event.
#AskExcelinEd: How do states and schools determine what is a high-quality, industry-recognized credential?
• Lowell Matthews
One question ExcelinEd frequently receives when discussing industry recognized credential opportunities is: How do you determine which credentials are high quality?
• Erin Lockett
Learner-centered education requires broad access to high-quality coursework, yet too many schools and districts are unable to offer critical courses necessary for college and career readiness. ExcelinEd’s Course Access policy seeks to address these gaps through legislation, incentives and guidance allowing students to access an online marketplace of high-quality courses.
• The Ed Fly
How do ExcelinEd’s Innovation policies support learner-centered education? ExcelinEd’s Innovation policy set focuses on three core areas that promote learner-centered approaches to education. Each policy set is distinct, yet all are focused on expanding families’ opportunities to select the courses and learning pathways that are best for their students.
• Liya Amelga
When ESSA was first passed, there was intense interest in the SQ/SS indicator. Many education experts speculated on the measures states would include in their accountability systems. Meanwhile, some organizations dedicated to the implementation of rigorous accountability systems focused on student outcomes, like ExcelinEd, were concerned that states would use the SQ/SS indicator to water down or complicate their accountability systems. Fortunately, this has largely not been the case so far.
• Jim Hull
One of ESSA’s strengths is that it encourages states to include measures of student growth in their accountability systems. When states hold schools accountable for the academic improvement of each student, it creates a more balanced accountability system because it gives schools credit for improving student achievement, not just for advancing students to the “proficient” level. Recognizing growth provides schools incentive to improve the performance of all students—from those who start school the furthest behind and may not reach proficiency in the first few years to the higher performers who are already proficient and ready to move to advanced achievement.
• Claire Voorhees
This #AskExcelinEd series features our analysis of the nuts and bolts of the first 17 ESSA plans (16 states, plus Washington, D.C.) submitted to the U.S. Department of Education. Each week we will answer a different question about these plans to help the next 34 states learn from the strengths and weaknesses of the first round […]
The Foundation for Excellence in Education presents this Question & Answer series #AskExcelinEd on the federal Every Student Succeeds Act (ESSA) to help state policymakers and stakeholders explore and understand the complex new law as well as the many opportunities and solutions to challenges it presents for states. ExcelinEd’s policy team will answer questions they’ve been receiving, […]