Welcome to the
Education Reform Hub Monthly!
This monthly update from the U.S. Department of Education will
alert readers to new resources that inform policy and practice across several
areas of education reform.
A new report shares promising practices based on
State and school district experiences with teacher compensation reform. To
assist Tennessee in its support of local districts transitioning to
differentiated pay plans, the Reform Support Network organized a virtual peer
feedback session. Promising Practices
for States in Supporting Teacher Compensation Reform summarizes and broadens the guidance from experts at that session to
make it relevant to other States and districts working to better align
compensation systems with performance.
can mean the difference between students making dramatic gains in reading and
mathematics or remaining years behind grade level, especially in high-poverty
schools. Research suggests that teachers likely to succeed in a turnaround
setting have specific competencies. Identifying Effective Turnaround
Teachers reviews one approach that districts
and principals can take to identify teachers likely to succeed in
Performance Learning Centers (PLCs) are designed
to help students far behind in high school accumulate sufficient credits to
graduate without further delay, as reported on PROGRESS, the U.S. Department of Education’s new blog. The first PLC
opened in Georgia in 2003, and today PLCs operate across Georgia and in other
States as well. The innovative approach that PLCs take to dropout prevention has helped students make academic
progress and increased graduation rates across school districts, according
to independent evaluation.