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Center on Education Policy Meetings

Understanding the Nation's Report Card: A Symposium on the 2015 Results of the National Assessment of Educational Progress

Author(s): CEP
Published: November 2, 2015


November 5, 2015, 2:00-4:30 p.m. 

Marvin Center, 
Room 403
The George Washington University
800 21st St NW, Washington, DC
 

The Graduate School of Education and Human Development (GSEHD) and the Center on Education Policy (CEP) at the George Washington University invite you to an analysis and discussion of the 2015 NAEP results.

Join us for an informative and nonpartisan dialogue about the latest National Assessment of Educational Progress (NAEP) results.  Many states are implementing the Common Core State Standards and there has been widespread change in American education even in places that have not adopted the Common Core, which will lead to intensive scrutiny and debate. GSEHD and CEP will provide a context for the NAEP findings, considering what the results mean and do not mean and the impact of multiple factors on the results.

Peggy Carr, Associate Commissioner for Assessment for the National Center for Education Statistics (NCES) at the U.S. Department of Education, will provide a summary of the NAEP findings. Michael J. Feuer, Dean of GW's Graduate School of Education and Human Development and President of the National Academy of Education, and James W. Pellegrino, Distinguished Professor of Education at the University of Illinois at Chicago and Vice President of the National Academy of Education, will lead a discussion the 2015 results in the context of historical trend data and the use of NAEP as a measurement tool in the era of the Common Core. Additional experts will join the discussion and share insights from the state and local perspective.

Click here to RSVP for the event!


Making Research More Useful in Policy and in the Classroom

Author(s): CEP
Published: April 30, 2015

On April 30, 2015, the Center on Education Policy convened a roundtable discussion of national education leaders on the use of research-based evidence to inform education policy and practice. Sponsored by the William T. Grant Foundation, the discussion covered the use of evidence and research partnerships at the state and local levels; the role of intermediaries in producing, promoting, and interpreting evidence; putting research evidence in context, and creating the conditions that allow educators to access the right research at the right time.

 

Download files:

Agenda and bios (DOCX format, 33.7 KB)

Building a Better Relationship between Education and Data

Author(s): Center on Education Policy
Published: February 19, 2015

Empowering Educators to Lead the Way on Data Use

Despite the presence of technology and data in almost every aspect of our lives, the K-12 education sector is still grappling with how to effectively use data to support instruction and student learning.  While some important progress has been made, many educators still need support--including time, training and resources--on how to manage and use data.

On  March 17, 2015, the Center on Education Policy (CEP), in collaboration with Renaissance Learning and the Data Quality Campaign, convened a conversation on the campus of the George Washington University about empowering educators to lead the way in using data to improve classroom instruction and student learning. The conversation looked at state and local leadership on data use, including the benefits and challenges associated with new technologies that process and organize school data. Issues covered include:

  • Data and assessment literacy: Empowering teachers and administrators
  • State leadership: Creating the conditions and culture for effective data use
  • More than just numbers: The power and potential of data visualization

 

Rebecca Thessin, Ed.D., a panelist at this event wrote a paper called The Need to Use Evidence in School-Based K-12 Improvement Efforts:  When data is used as part of an ongoing cycle of improvement that involves the regular collection and systematic analysis of evidence, teachers can change their instructional practice to improve student achievement. To do so, the school leader must share leadership of a schoolwide process of improvement with teachers. Most critically, central office must give priority to developing the skills of principals to lead the difficult but rewarding work of improving instruction and schools.  Rebecca Thessin, Assistant Professor of Educational Administration at the George Washington University shares her thoughts and experience on how to empower teachers to use data effectively and how schools and districts can engage in the systematic collection and analysis of evidence as part of an ongoing school improvement cycle. Dr. Thessin identifies four steps that school leaders, supported by their central office, can take to launch and implement this work effectively and sustain it over time to lead to improvement.

You can view the video of the event and download Rebecca Thessin's full paper below:

Video of the webcast

Thessin Paper

Download files:

Agenda and Bios (PDF format, 132 KB)
Thessin Paper (PDF format, 236 KB)

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