Education Policy

Decisions made in faraway legislative halls can have a profound effect on a student’s day-to-day experience in the classroom. EDC works with policy makers at the district, state, and national levels helping ensure that 1) decisions are based on research and attuned to the realities of the classroom and, 2) educators are adequately prepared to respond to changes in policy.

One of EDC's major initiatives in this area of work is playing host to the Northeast and Islands Regional Educational Laboratory (NEIREL). NEIREL, 1 of 10 labs funded by the federal government’s Institute of Education Sciences, conducts large-scale, randomized, control-treatment studies on major educational programs and carries out fast response research reviews and data analyses to directly inform decisions about educational policies and programs.

• Visit the Regional Educational Laboratory Web site

Achievement Gap

Mandated standardized tests don’t reliably measure the achievement of all students. Who exactly are those students, and what is their experience with testing? Are there alternatives in testing that might better serve them? EDC, with four New England states (Rhode Island, New Hampshire, Vermont, and Maine) has been exploring the gaps in assessment systems that prevent some students from demonstrating their proficiency. The result of this work, Reaching Students in the Gaps, addresses a range of issues faced by all of the states.

• Download copies of the reports that encompass Reaching Students in the Gaps

Inclusive Practices

Leaders of the nation’s big city schools face tough challenges as they work to reform their special education programs. EDC’s Urban Special Education Leadership Collaborative brings together education leaders from urban schools to work together on solutions. The Collaborative provides opportunities for educators to network with colleagues; stay abreast of the latest in policy, research, and practice; participate in leadership and management training; and obtain personalized technical assistance and on-site training and consultation.

• Visit the Urban Special Education Leadership Collaborative Web site

Educational Technology

Over the past 20 years, dozens of reports have been written about integrating technology into the nation’s classrooms. A Retrospective on Twenty Years of Education Technology Policy, written by EDC authors for the federal Department of Education, offers an overview and analysis of key reports. The document also comments on the shifting rationales for technology investments over those years.

• Download a copy of the report (PDF, 151 KB)

Many schools are drawn to programs that provide laptops for all students. As a way of helping states and districts interested in laptop initiatives, EDC has reviewed lessons learned from laptop initiatives around the country.

• Download a copy of Lessons Learned About Providing Laptops for All Students (PDF, 480 KB)

Homeless Education

Federal law guarantees all children a place in school, but ensuring that they can take advantage of all school resources and services poses challenges to states, school districts, and families. EDC is assisting state homeless education coordinators who work to ensure adequate schooling for the nation's estimated 1 million homeless children.

• Read a feature article about EDC’s work with homeless children

Safe Havens: School, Community, and the Education of Youth and Children Experiencing Homelessness is a guide from EDC that offers practical and creative strategies for ensuring equal access to quality education for students experiencing homelessness.

• Download a copy of this publication (PDF, 1.60 MB)

Educational Leadership

The Educational Leadership Action Network (ELAN) Web site helps education leaders improve achievement for students, particularly those in low-performing schools. The site, developed by EDC and the Wallace Foundation, offers visitors research reports, policy briefs, and other resources covering a range of leadership issues.

• Visit the ELAN Web site

Gender Equity

The Gender, Diversities, and Technology Institute (GDI) at EDC provides a global forum that explores race, ethnicity, economic status, disability, and sexual orientation in relation to working and learning. GDI projects focus on increasing participation in and distributing ownership of the “new knowledge society” brought about by emerging technologies.

• Visit the GDI Web site