Usage of Policies and Practices Promoted by Race to the Top
U.S. Department of Education, Institute of Education Sciences
- 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).