Learning Time in America: Trends to Reform the American School Calendar

In the nearly two years since the report, " Learning Time in America: Trends to Reform the American School Calendar" was released, the drive to enable more schools to expand time has grown even more intense. Policy opportunities at both the state and federal levels, combined with significant initiatives in large districts, have acted to shift the concept of expanded time from a secondary education reform strategy to one that has become central to the national effort to improve schools serving high-poverty students. Why should practitioners and policymakers alike pay close attention to the matter of learning time? Research indicates that the amount of time students have available to engage in learning is a key indicator of their level of achievement at both the individual and the school levels.Consequently, how much time schools have to educate their students holds enormous implications for our ability to adequately prepare the next generation for their individual futures and, in turn, for the capacity of our nation to remain globally competitive. Moreover, research has also identified a yawning gap in spending on children's educational enrichment beyond school, with dollar amounts committed by families in the top quartile rising much faster over the past thirty years than resources committed by those in the bottom quartile.This growing differential among children in learning outside the current school day and year means that, more than ever, schools operate as the primary institution through which our country can hope to equalize opportunity, and, in turn, expanding and strengthening the educational program at high-poverty schools has become a critical lever to achieve such equity.The National Center on Time & Learning (NCTL), which is dedicated to redesigning and expanding school time to improve opportunities and outcomes for high poverty students, has joined forces with the Education Commission of the States (ECS), whose mission it is to foster the exchange of ideas on education issues among the states, to produce this snapshot of school time in America. By focusing on some of the key actions that have taken place at the federal, state, and local levels since July 2011, we seek to advance the national conversation about how the nation's schools can harness the power of time to realize a vision of high-quality education for all. We conclude this brief with an updated version of a number of public policy recommendationsthat we issued in the original report. These revised recommendations take into account the rapidly shifting policy context and provide policymakers a roadmap for how they can best support efforts to effectively expand learning time in schools

Public Integrity, Economic Freedom and Governance Performance. A Comparative Study for the EU Member States and Acceding Countries

The studies concerning the impact of corruption on the effectiveness of governance are numerous, valorising profound approaches, based on criteria and standards related to good governance, organizational behaviour. The concepts and mechanisms specific for econometrics and statistics provide the quantitative support for qualitative analyses, substantiating public policies, in view to assure effectiveness in performance measurement. For EU Member States and acceding countries, the level of development and social organization determines specific ethical behaviours. In this context, the current paper aims a comparative economic and social evaluation of the correlations between corruption, performance and economic freedom in the states mentioned, following the various significant stages of the EU enlargement. The working hypotheses turn into consideration the following issues: Corruption holds national specific character and the statistic, econometric or sociologic analyses reveal that it is stable during time. The climate of economic freedom and the intensity of corruption influence powerfully the economic performance. The EU membership, “seniority” in EU, regional context determine different attitudes and perceptions on the corruption phenomena. For the newer EU states or the acceding countries, the strategies of integrity have mimetic character and the National Integrity Systems have structured powerful connections aimed at determining an action focused on public integrity. In the analyses achieved, the EU is approached globally, at least from statistic point of view, and the conclusions aim situations specific to the groups of states that have been or will be the beneficiaries of the EU enlargement. The quantitative analyses use both own results of the researches carried out by the authors and public results of World Bank or Heritage Foundation, as well as results of authorities responsible for national statistics. The paper uses the theoretical framework described by authors in other papers with similar topic. For the current paper, the distinction consists in the correlation of the analyses with the stages of the Eu enlargement

Globalization and Europeanization - A Projection on a European Model of Public Administration

The specialized studies and literature present moreover and insistently the connection between globalization and Europeanization, more precisely between globalization and a European model of integration, whose features aim to set up a global-type European society. The development of the European model of integration starts with economic elements, it reveals nowadays the Economic and Monetary Union and in perspective it will be structured within a sui generis system of transnational governance. The values of the European model of integration become fundamental values of a social process, with powerful economic and political determinations, aiming the multi-causal interference between individual, community and European construction. This process, remarked increasingly in the specialized literature, being assigned with the name of Europeanization has got original, functional features in the spectrum of significations of the globalization paradigm. As essential global-type formula, within Europeanization, we shall find models with economic, political or social finality, integrating also a model of administration among the latter ones. When we say administration, we refer to its up dated and adequate contents to the new European developments. This assertion derives from a less economic modality to conceptualize the relationship between globalization and Europeanization, presenting Europeanization more as a political adaptation to globalization and even a political expression of globalization. In this context, the development of a system for European governance on several levels (local, regional, national, intergovernmental and supranational) suggests its evolution towards globalization. In fact, the literature specific for Europeanization asserts the fact that the European model has also features with integrative nature related to the supranational and trans-governmental dimensions, as well as features with normative nature in view of harmonization, also by standards. These assertions, to which we can add also others, are leading to a new model of public administration, whose area overlaps with the space of European Union, incorporating the effects of globalization under its European expression, Europeanization. Consequently, the proposed model, emphasizing the process of European Union construction will comprise transparency, accountability and participation of the interested parties to public decision. The new public administration aims to use efficiently the resources in order to create favourable conditions for its citizens to become more competitive on the world market and to reduce the gap between the poorest and the richest inhabitants of the world. The current paper aims to conceptualize and to describe a model of public administration. The architecture of this model will be that of a complex system, with a mixed architecture, emphasizing connections with different intensities among its various levels: European, regional, national etc. The feedback mechanisms will be different and specific for each level and they will be ensured by different institutions on compatible normative grounds

Exploring the trend of Czech FDIs and their effect to institutional environment

This paper is the result of Metropolitan University Prague research project no. 68-02“Territorial Studies, Economics, International Relations” (2019) based on a grant from the Institutional Fund for the Long-term Strategic Development of Research Organisations. The authors would like to thank for useful comments and suggestions professors and participants of the 7th edition of the Conference IFRS Global Rules and Local Use - Beyond the Numbers in Prague 2019 and participants at conference ICABE 2019 in Thessaloniki Greece.Purpose: The goal of this paper is to explore the trend of FDIs in the Czech Republic and its changes in recent years using the gravity model. Apart from traditional variables used in FDI models we also introduce IFRS in national accounting rules. Design/Methodology/Approach: We use open-source data from the World Bank and FDI data from the Czech national bank, to analyse a panel data of bilateral FDI for 19 EU countries over the period 2008–2017 by PPML specification. Findings: We have observed significant effect of positive impact on broader introduction of IFRS in 2010 in terms of country imports and exports. We observed lower significance of IFRS dummy in the gravity model, where dependent variable is the sum of FDI inflow and FDI outflow it is not significant in the models which dependent variables are FDI inward and FDI outward for FDIs. Practical Implications: In general, FDIs increased productivity in the Czech Republic, especially in 1990s. We assess the effect and possible contribution of traditional variables like size, GDP, border and distance to Czech FDIs. Originality/Value: We find that the positive effect of IFRS exists at 10 percent significance for FDIs. Nevertheless we claim that this effect is mixed with other institutional issues, namely institutional isomorphism. Further tests will be needed after the forthcoming change of the Czech accounting act, which is approaching after 2020.peer-reviewe

Building Teacher Capacity to Support English Language Learners in Schools Receiving School Improvement Grants

The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (2010 -- 11 to 2012 -- 13 school years). This brief focuses on 11 of these SIG schools with high proportions of English Language Learner (ELL) students (a median of 45 percent ELLs), describing their efforts to improve teachers' capacity for serving ELLs through staffing strategies and professional development (PD). Key findings that emerged from the ELL case study data collected during the 2011 -- 12 and 2012 -- 13 school years include:Few schools reported leveraging staffing strategies to improve teacher capacity for serving ELLs. Administrators in 3 of the 11 schools reported considering ELL expertise and experience when hiring classroom teachers, while respondents in 2 of the 11 schools reported that teachers' ELL expertise and experience purposefully factored into assignment of teachers to specific classrooms.Most teacher survey respondents (54 to 100 percent) in all 11 schools reported participating in ELL-related PD during the 2011 -- 12 school year. On average, teachers reported that ELL-related PD accounted for less than 20 percent of their total PD hours.Teacher survey respondents in schools that reported a greater PD focus on ELL-related topics, such as instructional strategies for advancing English proficiency or instructional strategies to use for ELLs within content classes, also generally appeared more likely to report that PD improved their effectiveness as teachers of ELLs

Context-Aware Resource Allocation in Cellular Networks

We define and propose a resource allocation architecture for cellular networks. The architecture combines content-aware, time-aware and location-aware resource allocation for next generation broadband wireless systems. The architecture ensures content-aware resource allocation by prioritizing real-time applications users over delay-tolerant applications users when allocating resources. It enables time-aware resource allocation via traffic-dependent pricing that varies during different hours of day (e.g. peak and off-peak traffic hours). Additionally, location-aware resource allocation is integrable in this architecture by including carrier aggregation of various frequency bands. The context-aware resource allocation is an optimal and flexible architecture that can be easily implemented in practical cellular networks. We highlight the advantages of the proposed network architecture with a discussion on the future research directions for context-aware resource allocation architecture. We also provide experimental results to illustrate a general proof of concept for this new architecture.Comment: (c) 2015 IEEE. Personal use of this material is permitted. Permission from IEEE must be obtained for all other uses, in any current or future media, including reprinting/republishing this material for advertising or promotional purposes, creating new collective works, for resale or redistribution to servers or lists, or reuse of any copyrighted component of this work in other work

Pre-K Counts in Pennsylvania for Youngsters' Early School Success: Authentic Outcomes for an Innovative Prevention and Promotion Initiative

Examines the research base for the efficacy of early childhood education. Evaluates Pennsylvania's Pre-K Counts programs, including participants' characteristics, impact and quality of programs and partnerships, lessons learned, and recommendations

The State Education Agency: At the Helm, Not the Oar

Never before has more been asked of State Education Agencies (SEAs), commonly known as state departments of education. In recent years, policymakers at the state and federal level have viewed the SEA as the default entity for implementing new and sweeping K -- 12 initiatives -- everything from Race to the Top grants and ESEA waivers to teacher evaluation reform and digital learning. But SEAs were designed -- and evolved over decades -- to address a relatively narrow set of tasks: distributing state and federal dollars, monitoring the use of these funds, and overseeing the implementation of federal and state education programs. They were not created -- nor have they developed the core competencies -- to drive crucial reforms. Accordingly, we argue that despite the best efforts of talented, energetic leaders, SEAs will never be able to deliver the reform results we need. But there is an alternative. We should view the SEA through the lens of Reinventing Government (1993), the path-breaking book by David Osborne and Ted Gaebler. In short, Osborne and Gaebler call for state agencies to "steer" more and "row" less. Here, we call for federal and state leaders to apply their thesis to SEAs, scaling back the tasks SEAs perform and empowering nongovernmental organizations to take up the slack. We offer the "4Cs" model (control, contract, cleave, and create) for rethinking state-level K -- 12 reform work. In practice, this means pursuing activities on two parallel tracks. On one, we should make the SEA a far leaner organization, able to execute a narrow set of activities. On the other, we should foster the growth of a new state-level reform ecosystem composed of a range of entities -- primarily independent public entities or nonprofits -- able to carry out key reforms