A new CRPE study finds that to transform their organizations from compliance monitors into more effective drivers of reform, state education agencies need to focus on leveraging the authority and funding they have to support school improvement.
Dec 17 2013Report finds state education agencies need more commitment, talent to improve low-performing schools
Sep 30 2013
Parents of kindergartners with special needs less likely to choose charters; charters less likely to label students special ed
Jul 1 2013
CRPE’s interim report spells out early lessons, opportunities, and challenges for 16 Compact cities.
May 24 2013
The Building State Capacity and Productivity Center's new report is the first in a series intended to help state education agencies use performance management to support school improvement.
May 9 2013
The seventh edition of Hopes, Fears, & Reality explores whether charters are living up to their promise of fostering innovation.
Feb 28 2013
CRPE has received a $500,000 grant from the Bill & Melinda Gates Foundation to study the financial and resource allocation implications of blended learning models.
Feb 21 2013
Today’s headlines that public school class sizes are growing larger are often exaggerated. Some states have increased class sizes slightly since the recession of 2008, but others have held steady or declined. The average class is still smaller than it was in the 1999-2000 school year.
Jan 16 2013Strife and Progress: New book details strategies, conflicts, and results of promising education reform model
News about school reform often comes with tales of conflict, which is an inevitable byproduct of efforts to develop more effective schools.
Dec 17 2012
Washington state residents used to enjoy a preference in admission to the University of Washington, but a new analysis shows that preference is now gone.
Nov 20 2012
A fresh examination of special education enrollment patterns in New York State suggests that charter schools may be doing better at enrolling students with special needs than many believe.