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Instructional Materials; Geography; Professional Development; Geography Instruction; Educational Needs; Skill Analysis; Skill Development; Academic Standards; Instructional Design; Instructional Development; Curriculum Development; Educational Strategies; Educational Technology; Partnerships in Education; Change Strategies; Educational Change

Abstract:
Never before in human history has it been more important for a person to be geographically literate. But the unsettling reality is that many teachers and most students are not yet geographically literate. Currently, American students are not even provided opportunities to learn enough geography to understand the very basic aspects of the world in which they live. Without explicit intervention and a dedicated focus on geographic literacy by educators, curriculum developers, and policymakers, U.S. children will be unable to thrive in the global marketplace, unlikely to connect with and care for their natural environment, and unsure about how to relate to people from other parts of the world. One thing is abundantly clear; if American children hope to participate in democracy and play a strong leadership role in the world, they must possess geographic knowledge, understandings, and skills. The Instructional Materials and Professional Development Committee of the Road Map project gathered to identify the needs for geography education in this twenty-first century. These needs span every grade level in the nation's formal and informal education systems in public and private education. These needs extend beyond the stand-alone geography course and exist in science, technology, mathematics, social studies, arts, and English language arts courses as well. These needs can and should be addressed through carefully designed and properly implemented instructional materials and professional development. This article provides ten important recommendations for educators, developers, policymakers, and funders to seriously consider in supporting student learning, teacher learning, and large-scale collaboration and change in the field of geography education through instructional materials and professional development. Each recommendation is presented in the full report with a core argument and supporting research, vignettes of each recommendation in practice, examples of alignment with Common Core State Standards, additional information about recommended strategies or principles, and recommended readings. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Tennessee's second year of Race to the Top implementation. The report highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2011 through September 2012. During Year 2, the Tennessee Department of Education (TDOE) revamped its approach to project management to ensure meaningful project oversight and revised project work plans and goals that focus on measuring project performance and impact at the State educational agency (SEA) level. The State also participated in partnership meetings with local educational agencies (LEAs) to build relationships focused on data and collaborative problem solving. These meetings reinforced the State's goal of transitioning from compliance monitoring to a more collaborative role as LEAs implemented their Race to the Top plans. Although Tennessee made excellent progress in Year 2, it still faced challenges as it rolled out the Tennessee Educator Acceleration Model (TEAM) and the Common Core State Standards (CCSS), built data systems to support instruction, and expanded its science, technology, engineering, and mathematics (STEM) network. Moving into Year 3 of its grant, Tennessee plans to build on its accomplishments and address its challenges from Year 2. The State is reassessing its implementation plans in several reform areas to ensure continuous improvement and effective implementation. For example, the State is making changes to its educator evaluation system to address feedback from teachers and principals. In addition, TDOE is enhancing its existing Field Service Centers (FSCs) to provide content-specific supports to LEAs and schools. The FSCs will now be called Centers of Regional Excellence (COREs) and will leverage the existing strengths of FSCs and add additional capacities to provide support to LEAs as they implement the CCSS and the new evaluation system. The State's plans for Years 3 and 4 rely heavily on effective CORE implementation, highlighting the need for the State to establish high-quality centers and mechanisms to assess their effectiveness. A glossary is included. (Contains 20 footnotes.) [For "Race to the Top. Tennessee Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529330.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Rhode Island's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. In Year 2, Rhode Island Department of Education (RIDE) and local educational agencies (LEAs) created curricular resources to assist educators in transitioning to the Common Core State Standards (CCSS), including 10 model curricula in core subjects. RIDE exceeded its goal of training 4,100 educators on CCSS; 5,800 educators attended Study of the Standards sessions during the first two years of Race to the Top implementation. Additionally, the State developed four modules to train educators in formative assessment practices and piloted these modules in six schools in SY 2011-2012. Although RIDE exceeded its CCSS training goals, it is unclear whether all LEAs will be ready to fully implement the CCSS by SY 2013-2014, particularly those LEAs that did not participate in the State's curricular development work. RIDE made revisions to the educator evaluation system to increase the weight of the Student Learning Objectives (SLOs) component, a change that will require RIDE to provide additional support to ensure that educators and LEAs implement SLOs rigorously and consistently. According to the State's Race to the Top plan, in Year 3 Rhode Island will continue to support LEAs and improve its Race to the Top program oversight and monitoring through EdStat and the CLO process. LEAs will take critical steps toward implementing the CCSS by developing CCSS-aligned units of study for use in classrooms. In addition, LEAs will fully implement new educator evaluation systems that use student growth data, differentiate educators into performance levels, and suggest professional growth supports for educators. The State will also take steps toward rewarding effective educators by developing and piloting new compensation structures. Additionally, it will place more educators certified through alternative routes in schools and will continue its efforts to transform persistently lowest-achieving (PLA) schools through interventions and support. A glossary is included. (Contains 5 footnotes.) [For "Race to the Top. Rhode Island Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529328.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Ohio's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. During Year 2, Ohio built on its Year 1 successes. In its transition to the Common Core State Standards (CCSS), the State created a high school and IHE committee to align college and career standards with colleges' and universities' entrance requirements. To improve educator data access and allow the State to track students once they exit the kindergarten through twelfth grade (K-12) system, the State worked with an external vendor to assign statewide student identifiers (SSIDs) to all high school seniors and freshmen attending State public IHEs (institutions of higher education). The State also created structures to ensure that participating local educational agencies (LEAs) receive frequent Race to the Top updates. During Year 2 Ohio faced some difficulty aligning ODE (Ohio Department of Education) and OBR (Ohio Board of Regents) efforts, as well as developing comprehensive contractor oversight processes. In addition, the State grappled with how to provide support to non-traditional persistently lowest-achieving (PLA) schools, namely community and virtual schools. Ohio continues to focus on ways to ensure sustainability of its Race to the Top reforms and high levels of LEA engagement. During Year 3, Ohio plans to assess and revise its structures to ensure quality implementation of all of its projects. As part of this work, Ohio developed an expanded statewide engagement strategy for educators and other stakeholders such as the general public and policymakers. In addition, Ohio plans to reevaluate its curriculum and assessment resources, as well as how LEA professional development plans are submitted, reviewed, and approved. Finally, in Year 3, participating LEAs will pilot or implement the Ohio Teacher Evaluation System (OTES) and the Ohio Principal Evaluation System (OPES) to support full implementation of both systems no later than SY 2013-2014. A glossary is included. (Contains 18 footnotes.) [For "Race to the Top. Ohio Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529325.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of North Carolina's second year of Race to the Top implementation. The report highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2011 through September 2012. In Year 2, North Carolina continued the progress it made in Year 1 in all areas of its comprehensive reform plan and reached several implementation milestones. North Carolina made progress in implementing a qualifying evaluation system for teachers and principals by modifying its existing statewide evaluation system, the North Carolina Educator Evaluation System (NCEES). The State also continued to prepare its educators to fully implement the updated North Carolina Standard Course of Study in SY 2012-2013 by providing professional development and disseminating curricular materials. Delays impacted several of the State's Race to the Top initiatives. The Instructional Improvement System (IIS) and Virtual Blended STEM (science, technology, engineering, and mathematics) Courses projects were delayed in order to refine project plans and requirements and as a result of lengthy procurement processes; these projects now have condensed implementation timeframes. The State's extensive Year 2 preparations laid the groundwork for full implementation of the Common Core State Standards (CCSS) and NCEES in Year 3. The State's comprehensive professional development offerings, including more than 90 regional face-to-face sessions and online resources, will support educators as they implement these and other key initiatives. North Carolina will also continue to support teacher and leader pipelines through its Regional Leadership Academies, Distinguished Leadership in Practice program, Teach For America partnership, and the North Carolina Teacher Corps. North Carolina will continue to build readiness in the field for and begin implementing components of its two major technology initiatives, the Cloud and Home Base. A glossary is included. (Contains 9 footnotes.) [For "Race to the Top. North Carolina. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529322.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of New York's second year of Race to the Top implementation. The report highlights successes and accomplishments, identifies challenges, and provides lessons learned from implementation from approximately September 2011 through September 2012. New York completed its first year of transition to the Common Core State Standards (CCSS), encouraging educators to implement at least one CCSS-aligned unit each semester. It field tested items that it will use on CCSS-aligned Year 3 assessments and provided curricular documents through the EngageNY.org website, including thirteen LEA-developed exemplar curriculum modules. New York struggled to stay on track with timeframes in its approved Race to the Top plan in Year 2. The State made numerous adjustments to timelines and approach to account for delays and other issues, which are described in further detail in this report and in the approved amendment letters posted on the Department's website. By the end of its Year 2 budget period, June 30, 2012, the State reported expenditures totaling 7.59 percent of its Race to the Top grant. The slow pace of spending is reflective of delays in the work, and indicative of the accelerated pace that will be required for New York to complete key grant activities prior to the end of the grant period. In Year 3, all New York local educational agencies (LEAs) will implement new teacher and principal evaluation systems. The State's grades three through eight (3-8) English language arts (ELA) and mathematics assessments will reflect the CCSS. In school year (SY) 2012-2013, the State has asked high school teachers to implement two CCSS units each semester. In SY 2013-2014, the State's Algebra I, Geometry, and English high school Regents exams will reflect the CCSS. In SY 2014-2015, the State's Algebra II high school Regents exam will reflect the CCSS. New York State Education Department (NYSED) and LEAs will continue to develop curricular materials to support effective implementation. NYSED plans to launch the EDP and release EngageNY.org 2.0, an upgraded version of the current EngageNY.org website. Nine new clinically-rich graduate teacher preparation programs will join the two programs that launched in Year 2. A glossary is included. (Contains 8 footnotes.) [For "Race to the Top. New York Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529326.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
The State-specific summary report serves as an assessment of Massachusetts' Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. In Year 2, Massachusetts continued to implement strong systems to track progress of projects, assess risk, and provide support of project implementation as needed. The State fully implemented project management structures through the Delivery approach, which regularly assesses project progress and identifies potential problems based on predetermined goals and objectives. The Delivery process allows for a candid assessment of project risks and timely application of action plans for projects that may be getting off track. The State demonstrated a strong understanding of its progress and the areas that required additional support. Additionally, the State proactively collaborated with key stakeholders throughout the development of major components of its Race to the Top reform efforts, which resulted in greater buy-in from educators during implementation. While Massachusetts has put concerted time and resources into efforts to implement the schools interoperability framework (SIF) in order to improve the data collection process, there continued to be significant delays in this project. The State fell short of meeting its performance measure for this project for the first two years of the grant. In SY 2011-2012, the State reported that 100 percent of local educational agencies (LEAs) implemented the Common Core State Standards (CCSS), which are incorporated into the Massachusetts Curriculum Framework for English Language Arts and the Massachusetts Curriculum Framework for Mathematics. LEAs faced challenges finalizing local collective bargaining agreements in time to prepare for implementation of educator evaluation systems in SY 2012-2013. The State reported in October 2012 that 88 of the 236 participating LEAs had ESE-approved evaluation system plans that align with the State's regulations. Massachusetts plans to fully implement the 2011 Massachusetts Curriculum Frameworks, which incorporate the CCSS, in Year 3. In addition, all Race to the Top participating LEAs will implement new educator evaluation systems. The State will continue to develop data systems and curricular materials that support these initiatives and will provide further guidance to LEAs as they roll out their new curricula and evaluations. A glossary is included. (Contains 11 footnotes.) [For "Race to the Top. Massachusetts Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529318. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Maryland's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. Maryland's Year 2 accomplishments included implementing support and monitoring processes for local educational agencies (LEAs) for the purposes of Race to the Top implementation, developing CCSS-aligned model units and lessons, holding summer professional development academies across the State, and providing instructional and leadership support services through the Breakthrough Center to lowest-achieving schools in Baltimore City Public Schools (BCPS) and Prince George's County Public Schools (PGCPS). While Maryland made some progress implementing its Race to the Top initiatives in Year 2, the State struggled to find adequate qualified staff to conduct project activities related to the State's technology and instructional improvement system (IIS) projects. This challenge, along with the State procurement process, led to delays in many projects that had already experienced delays in Year 1. During Year 3 Maryland will continue preparing educators to fully implement the Common Core State Standards (CCSS) in SY 2013-2014 and Partnership for Assessment of Readiness for College and Careers (PARCC) assessments in SY 2014-2015. Building on the model units and lessons that Maryland educators developed for each grade in ELA and mathematics in Year 2, the State will develop additional English language arts (ELA) and mathematics and create social studies and science curriculum resources. Additionally, all LEAs will participate in another pilot of the new teacher and principal evaluation system in Year 3 in preparation for full implementation in SY 2013-2014. The State's Curriculum Management System and Learning Management System, both key aspects of its IIS, will also be available for use in Year 3. A glossary is included. (Contains 13 footnotes.) [For "Race to the Top. Maryland Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529320.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Hawaii's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. During Year 2, Hawaii worked to revise its Race to the Top plan to align with approved amendments and accelerate its forward trajectory in response to the Department placing the State's grant on high-risk status. The Hawaii Department of Education (HIDOE) central office reorganized in January 2012, drafted a new Strategic Plan, and revised program-specific communications plans. In March 2012, HIDOE began planning and training to establish Academic Review Teams (ARTs) in each Complex Area and school for SY 2012-2013. While the State took several steps in the right direction following its designation as a high-risk grantee, Hawaii continues to face challenges and delays. HIDOE developed a new strategic plan, which delayed the creation of metrics to measure progress against the Race to the Top plan and the strategic plan at the State, Complex Area, and school levels. In addition, after a one-year delay, the State is only in the beginning phases of creating systematic structures and processes to gather information about implementation from schools and Complex Areas. Now called Academic Review Teams (ARTs), these structures have additional importance in the Zones of School Innovation (ZSI) where HIDOE is piloting many new strategies. In Year 3, Hawaii will make routine new performance management and monitoring processes, as well as changes to its communications plan. The State will continue its transition to the Common Core State Standards (CCSS) by vetting curricular materials to inform statewide purchases, providing job-embedded professional development for all teachers, and monitoring CCSS implementation using new tools. The State will also pilot a new principal evaluation system. Finally, under a one-year supplemental agreement, students in the ZSI will benefit from extended learning time and educators will have additional professional development days. A glossary is included. (Contains 7 footnotes.) [For "Race to the Top. Hawaii Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529316.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Academic Achievement; Academic Standards; Accountability; Achievement Gap; Administrator Effectiveness; Alignment (Education); Budgets; Career Readiness; Charter Schools; College Readiness; Core Curriculum; Data; Educational Assessment; Educational Change; Educational Improvement; Elementary Secondary Education; Federal Legislation; Formative Evaluation; Grants; Higher Education; Language Arts; Leadership Effectiveness; Literacy; Low Achievement; Mathematics Achievement; Measurement Objectives; Models; Outcomes of Education; Partnerships in Education; Poverty; Principals; Professional Development; Program Effectiveness; Program Implementation; School Districts; School Effectiveness; School Turnaround; State Government; State Standards; STEM Education; Teacher Effectiveness; Teacher Evaluation

Abstract:
This State-specific summary report serves as an assessment of Georgia's Year 2 Race to the Top implementation, highlighting successes and accomplishments, identifying challenges, and providing lessons learned from implementation from approximately September 2011 through September 2012. During Year 2, Georgia had a range of accomplishments across Race to the Top education reform areas. For example, Georgia completed two additional rounds of the Innovation Fund competitive grant program, awarding a total of 24 grants in Years 1 and 2. The State remains optimistic about the initiative and views the Innovation Fund as a way to stimulate new thinking about competitive grant funds for innovative education in Georgia. The Georgia Department of Education (GaDOE) also provided all local educational agencies (LEAs) with a variety of resources (e.g., webinars, newsletters, and curriculum frameworks), professional development, and face-to-face support from English language arts (ELA) and mathematics specialists that will help them implement the Common Core State Standards (CCSS), referred to as the Common Core Georgia Performance Standards (CCGPS) in Georgia, in school year (SY) 2012-2013. Additionally, in moving forward with new and high-quality assessments, the State is developing a formative assessment toolkit. To ensure reliability, Georgia has field tested 800 assessment items using a representative sample of schools. Georgia experienced significant challenges related to implementation of its educator evaluation system in Year 2 of its Race to the Top grant. The Department is concerned about the overall strategic planning, evaluation, and project management for that system, which include decisions regarding the quality of the tools and measures used during the educator evaluation pilot and the scalability of the supports the State offered to participating LEAs. During Year 3, Georgia plans to develop rigorous routines and processes to better manage its Race to the Top projects and to more effectively monitor and assess participating LEAs' progress and quality of implementation. The State will also work with a consulting firm to enhance its communications plan to better articulate the various components of its Race to the Top initiative and how these components align. A glossary is included. (Contains 9 footnotes.) [For "Race to the Top. Georgia Report. Year 1: School Year 2010-2011. [State-Specific Summary Report]," see ED529314.] Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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