A new report released today by
the Center for American Progress provides an analysis of the U.S. Department of
Education’s most recent evaluation data measuring the progress of the 12 states
participating in Phases 1 and 2 of Race to the Top. Race to the Top, or RTT, is
a competitive grant program designed to spur state-level education innovation
to boost student achievement, close achievement gaps, and prepare students for
college and careers. According to CAP’s analysis, the RTT states have made
progress toward achieving their goals, yet more work needs to be done.
“Race to the Top is making
great strides in pushing the needle on education innovations to boost student
achievement, close achievement gaps, and prepare students for college and
careers,” said Tiffany D. Miller, Associate Director of School Improvement at
the Center for American Progress. “This month marks four years since the
initial awards were announced, and in general, states should be commended for
accomplishing a lot in a short period of time. Some states are further along
than others and all have faced challenges. What is important is continuing this
work despite setbacks.”
The report provides an
examination of the U.S. Department of Education’s latest Annual Performance
Report, which demonstrates the states’ progress. Where possible, the analysis
makes overarching statements about the RTT states in the aggregate and
highlights states’ interesting innovations under the four core components. This
brief does not benchmark states’ success against a set of key indicators, as
CAP’s 2012 report did.
The analysis identifies several
overarching findings that emerged in the review of the data:
* Many of the lowest-performing schools in RTT
states have achieved impressive results in a short period of time. Over the
past few years, states reported on the progress of implementing reform models
in their lowest-performing schools. Many states described schools where
educators and students had improved performance to such an extent that their
schools could move out of the ranks of the “lowest performing.” RTT states also
showed their willingness to take action by intervening in low-performing
schools that failed to improve.
* Four RTT states are at or near full
implementation of their educator evaluation systems, and all other states are
in the process of implementing their systems. Implementing new, more rigorous
educator evaluation systems is technical and arduous work. It is a time-consuming
effort that requires significant collaboration from state and district leaders,
school administrators, and teachers. It is noteworthy that six states have
evaluation systems in full implementation at the four-year mark.
* All RTT states have
adopted college- and career-ready standards and are making progress toward
implementation of assessments aligned with those standards. States provided
educators with professional development opportunities and training on new, more
rigorous standards. Although states have made progress, a few are struggling
with implementation of the new standards.
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