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CCSSO and NGA Center Release The Quality Imperative: A State Guide to Achieving the Promise of Extended Learning Opportunities
CCSSO and the National Governors Association Center for Best Practices (NGA Center) have released a new joint publication which highlights the positive impact high-quality Extended Learning Opportunities (ELOs) have on student success and outlines steps state leaders can take to ensure ELO effectiveness.
Extended learning opportunities provide safe, structured learning environments for students outside the traditional school day. In addition to before-and after-school learning programs, ELOs include summer, evening and weekend activities and appear in a variety of formats, including tutoring, volunteering, academic support, community service, organized sports, homework help, and art and music programs. The supports and services that high-quality ELOs provide are particularly important for low-income and minority youth, who often lack sustained access to enriching activities and academic support during non-school hours.
“Effective ELO programs complement what children learn during school in ways that support student success,” said Dane Linn, director of the Education Division at the NGA Center. “By establishing state ELO quality systems, governors can expect substantial returns on their investments in ELOs and better outcomes for children, families, and communities in their states.”
“As we strive to achieve success for all students, we must embrace opportunities to extend learning,” stated CCSSO Executive Director Gene Wilhoit. “Learning beyond the classroom and outside the school calendar offers students personal and academic growth, and connections with their peers and caring adults. Implementing the systemic approaches to quality discussed in this report will ensure ELOs continue to enhance student learning and support states in reaching their educational goals.
The report documents new research that confirms participation in high-quality ELOs is linked to substantial improvements in academic achievement, school attendance, student engagement, work-study habits and social and emotional development. The report outlines seven strategies state leaders can implement to boost the quality and success of their ELO programs:
- Establish a team of key stakeholders to envision, develop, and administer a state ELO quality system: Because public funding for ELOs flows from federal, state, and local entities via education, human services, and other funding streams, supporting ELO quality must be a team effort.
- Identify federal and state funding sources to support ELO quality: Both the federal Child Care and Development Fund and the 21st Century Community Learning Centers program have a percentage of their funds set aside for states to use to improve program quality. States also can incorporate quality set-asides into state ELO funding streams.
- Set research-based ELO program standards: ELO program standards articulate the conditions that, if met, will enable programs to succeed in meeting their goals.
- Measure ELO program standards and results: Measures of student outcomes and adherence to program standards enable states to determine whether programs are meeting policymakers’ expectations, and provide justification for continued support for ELO programs as they strive for excellence.
- Provide incentives to improve ELO quality: States are spurring improvements in ELO effectiveness with quality rating systems and mechanisms that tie funding to program quality.
- Support a strong ELO workforce: To create a framework for professional development activities, states can establish core knowledge and competencies that delineate what ELO workers should know and be able to do.
- Connect students with high quality ELOs: States can perform ELO supply and demand analyses, target resources to underserved populations, and inform parents and students about high-quality ELOs.
This report was made possible through the generous support of the C.S. Mott Foundation. The report can be accessed online by clicking here. For additional information, please visit www.ccsso.org or www.nga.org/center/edu.
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Association & Related News
Registration deadline for Deputies Leadership Commission Spring Academy April 23
Education Newsbriefs
"$3.1-Billion Economic Stimulus Windfall Offers a Chance to Reform California Schools, Top Education Officials Says" (CA)
"Lowery Calls for Merging Services" (DE)
"Md. Has Guide for Physical Education" (MD)
"School Drop Out Rates Down" (OR)
"Kaine Announces Learning Initiative Through iTunes" (VA)
"NGA, CCSSO Launch Common Standards Drive"
Association & Related News
Registration deadline for Deputies Leadership Commission Spring Academy April 23
By Paul Ferrari
CCSSO’s Deputies Leadership Commission (DLC) Spring Academy, May 16-18, 2009, in Tampa, FL, will focus on providing CCSSO deputies with strategies to improve effective leadership and support for state school reform initiatives. This meeting will provide an opportunity for all deputies to discuss the use of the American Recovery and Reinvestment Act and State Fiscal Stabilization Funds resources and to share best practices and effective management of distributing funds.
An extra day has been added to the DLC Spring Academy to introduce the Collaborative Congress. The Collaborative Congress meeting will focus on the deputies and their work with CCSSO’s State Collaboratives on Assessment and Student Standards. This first meeting will also serve to clearly define the scope of the Collaborative Congress’ work, various roles and responsibilities of members of the group, and potential resources to support the Collaborative Congress.
The registration deadline for the DLC Spring Academy is Thursday, April 23. If you have any questions regarding conference registration, please contact Michele Parks at michelep@ccsso.org. If you have any questions about the agenda or program content, please contact Tina Newell at tinan@ccsso.org.
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Education Newsbriefs
$3.1-Billion Economic Stimulus Windfall Offers a Chance to Reform California Schools, Top Education Officials Says
Los Angeles Times (04/18/09) Mehta, Seema; Blume, Howard
After the federal government released $3.1 billion in stimulus funding for California, State Superintendent of Public Instruction Jack O'Connell indicated schools would be reformed to ensure standards mirror those in other states, teachers in challenging classrooms are rewarded, and student assessments are bolstered. Some of the funds could be used to save the jobs of more than 30,000 teachers, administrators, and others facing layoffs. O'Connell wants to ensure that teachers receive appropriate training and mentoring, but he also encouraged the adoption of national standards on a state-driven and voluntary basis. "We can either be a leader in the conversation and work to ensure the results closely align to our current standards or we can stand on the sidelines and watch it happen to us," O'Connell explained. When discussing what states could be partners in the adoption of national standards, O'Connell indicated Florida and Texas -- which have higher numbers of English-language learners -- as well as Massachusetts. O'Connell hopes California can take a leadership role in ensuring that language development is a key part of new standards.
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Lowery Calls for Merging Services
Wilmington News Journal (DE) (04/18/09) Price, Jennifer
Delaware Gov. Jack Markell has called on each state Cabinet agency to file a report in May naming strategies to lower costs and boost efficiency. State Education Secretary Lillian Lowery has proposed four regional service centers--two in New Castle County, one in Kent County, and one in Sussex County--to consolidate administrative services for districts and charter schools. The centers--which would open in late 2010--would house professional development, human resources, and such support services as speech pathologists and homeless advocates. "This isn't just about balancing the budget. This is futuristic planning," says Lowery.
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Md. Has Guide for Physical Education
ABC2 Baltimore (04/16/09) Johnson, Sherrie
The Maryland State Department of Education (MSDE) and the Division of Special Education/Early Intervention Services has issued the "Guide for Serving Students with Disabilities in Physical Education," which sets forth best practices for disabled students to assist schools in implementing The Fitness and Athletics Equity Act. The law was passed last year by state lawmakers to ensure that disabled students can participate in mainstream physical education, requiring schools to make accommodations and institute unified physical education activities. According to State Superintendent of Schools Nancy Grasmick, "MSDE is working to fully implement this new law with our local school system colleagues to provide appropriate physical education for all students. The ultimate goals is to improve the health and wellness of all students by providing them with the knowledge and skills to be lifelong movers and learners." The guide can be found here.
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School Drop Out Rates Down
KOHD (OR) (04/15/2009)
Oregon's dropout rate fell to 3.7 percent for the 2007-08 school year from 4.2 percent the prior year, marking an 18-year-low. The report shows year-over-year declines of 0.5 percent for white students, 0.4 percent for Asian students, 0.1 percent for African American students, 1.2 percent for Hispanic students, and 0.7 percent for Native American students. Increased data accuracy, along with dropout prevention programs for at-risk students, is responsible for the lower dropout rate. State Schools Superintendent Susan Castillo says, "We must continue to build on the proven strategies and interventions we know are critical to keeping students in school and on track to graduate." Castillo says lower dropout rates and higher graduation rates--the latter of which edged up to 84 percent from 81.4 percent--can be attributed to the Oregon Diploma initiative. According to Castillo, "A key component of the Oregon Diploma is identifying those students who need help early and beginning to engage them with targeted instruction and support. These graduation requirements are tied directly to student interest and aspiration through the personal plan and profile, making high school more relevant. Students see that staying in school and working hard to finish has meaning in their future. The new requirements also allow more flexibility in how students work through high school." For more information about the Oregon Diploma initiative, click here. To view more data on 2007-08 graduation and dropout rates, click here.
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Kaine Announces Learning Initiative Through iTunes
WHSV-3 (Va) (04/07/09)
The Virginia Department of Education has rolled out the Virginia on iTunes U program to provide free access to educational content through Apple's iTunes Store. The department worked with Radford University, Blue Ridge Public Television, Thinkfinity, and other state and national organizations on iTunes U, which offers audio and video educational content to be downloaded onto iPod, iTouch, and iPhone devices. Additionally, Gov. Timothy Kaine recently announced the Learning Apps Development Challenge, calling for the development of innovative middle school math applications. All content submitted for inclusion in the program will be evaluated by the department based on quality, accuracy, and relevance. According to State Superintendent of Public Instruction Dr. Patricia Wright, "Mobile communication devices are an integral part of the lives of thousands of Virginia students. We can choose to ignore them or we can leverage them as powerful, personal learning devices." To learn more about Virginia’s iTunes, read Governor Kaine’s press release here or access the Virginia Department of Education’s iTunes site through your iTunes client by clicking here.
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NGA, CCSSO Launch Common Standards Drive
Education Week (04/17/09) Vol. 28, No. 29, McNeil, Michele
At a recent meeting in Chicago, co-sponsored by the Council of Chief State School Officers (CCSSO) and the National Governors Association, education representatives from 41 states met to discuss the creation of common high school graduation standards for mathematics and language arts to ensure students are prepared for college or careers. The groups hope to have a prototype of the grade-by-grade academic standards ready by the end of summer. CCSSO Executive Director Gene Wilhoit said not all of the 41 states represented at the meeting "are ready to fully embrace common standards," but states like Florida and Arkansas are ready to take the lead. Arkansas Education Commissioner and CCSSO President T. Kenneth James said his state has postponed its English-language arts standards pending the outcome of the meeting on common standards. The process through which the standards will be adopted was another focus of the meeting, given that each state has its own process and will need to work with state lawmakers and boards of education.
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