Usage of Policies and Practices Promoted by Race to the Top
Evidence | Publications

Usage of Policies and Practices Promoted by Race to the Top

Published: Sep 29, 2015
Publisher: Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance
Human Services Education School Reform Teacher and Principal Effectiveness Teacher and Principal Preparation and Support
Download
Full Publication
Associated Project

Evaluating Race to the Top and School Improvement Grants

Time frame: 2010-2018

Prepared for:

U.S. Department of Education, Institute of Education Sciences

Authors

Lisa Dragoset

Susanne James-Burdumy

Kristin Hallgren

Irma Perez-Johnson

Mariesa Herrmann

Christina Tuttle

Megan Hague Angus

Rebecca Herman

Matthew Murray

Corutney Tanenbaum

Cheryl Graczewski

Key Findings

Key Findings:

  • Early RTT states (which received Round 1 or Round 2 grants in 2010) reported using more RTT-promoted policies and practices than non-RTT states (which did not receive grants) in five of six areas: (1) building state data systems that measure student growth and inform instruction, (2) improving state capacity to support school improvement efforts, (3) encouraging conditions in which charter schools can succeed, (4) adopting standards and assessments that prepare students to succeed in college and the workplace, and (5) improving teacher and principal effectiveness. There were no differences between the two groups in the sixth area: turning around low-performing schools.
  • Later RTT states (which received Round 3 grants in 2011) reported using more RTT-promoted policies and practices than non-RTT states in one of the six areas: teacher and principal effectiveness.
  • Across all states, use of RTT-promoted policies and practices was highest in the state capacity and data systems areas and lowest in the teacher and principal effectiveness area.
  • Across the six areas, there were no differences between RTT and non-RTT states in use of RTT-promoted policies and practices that focused on English language learners (ELLs).
The report describes the Race to the Top (RTT) policies and practices states reported using in spring 2012. The evaluation examines whether early RTT states (which received Round 1 or Round 2 grants in 2010) and later RTT states (which received Round 3 grants in 2011) were more likely to use the policies and practices promoted by RTT than non-RTT states (which did not receive grants).

How do you apply evidence?

Take our quick four-question survey to help us curate evidence and insights that serve you.

Take our survey