Usage of Policies and Practices Promoted by Race to the Top and School Improvement Grants (NCEE 2015-4017)

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Dragoset, Lisa; James-Burdumy, Susanne; Hallgren, Kristin; Perez-Johnson, Irma; Herrmann, Mariesa; Tuttle, Christina; Angus, Megan Hague; Herman, Rebecca; Murray, Matthew; Tanenbaum, Courtney; Graczewski, Cheryl; Wei, Thomas E.
Institutional Author
U.S. Department of Education, Institute of Education Sciences (IES), National Center for Education Evaluation and Regional Assistance (NCEE); Mathematica Policy Research; American Institutes for Research
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Published Date
07-14-2017 3:54 PM
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The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices, including an emphasis on turning around the nation's lowest-performing schools. Despite the sizable investment in both of these programs, comprehensive evidence on their implementation and impact has been limited to date. This report focuses on two implementation questions: (1) Do states and schools that received grants actually use the policies and practices promoted by these two programs? (2) Does their usage of these policies and practices differ from states and schools that did not receive grants? Answers to these questions provide context for interpreting impact findings that will be presented in a future report. The first volume of this report details our RTT findings, which are based on spring 2012 interviews with 49 states and the District of Columbia. The second volume of this report details our SIG findings, which are based on spring 2012 surveys of approximately 470 schools in 60 districts and 22 states.
State Programs
State and Local Policy
Federal Programs and Grants
Federal Policy
English Learners
English Learners