| As nation's capitol, and one of the
| |
| | educators make sense of the various
|
| countries most watched districts, the
| |
| | opinions of public school success and
|
| Washington D.C. Schools are at the
| |
| | needs. Many of the topics that the
|
| forefront of controversy and change.
| |
| | Washington D.C. Schools struggle with,
|
| Declining enrollment, voucher programs,
| |
| | like exit exams and racial gaps, are
|
| and curriculum changes, have all been hot
| |
| | unraveled and examined by Jennings'
|
| topics in Washington D.C. Schools over
| |
| | organization. Washington D.C. Schools
|
| the past few years. One of the benefits
| |
| | have to face the realities of the No
|
| of attending school in the capitol city
| |
| | Child Left Behind Act and its
|
| is that it's where decisions are made.
| |
| | implications. The CEP has tackled that
|
| Two of the biggest players in determining
| |
| | issue, which is impacting every public
|
| what Washington D.C. Schools experience
| |
| | school in the nation. School reform
|
| are the American Educational Research
| |
| | issues tend to be largely influenced by
|
| Association (AERA) and the Center for
| |
| | politics at both a local and national
|
| Educational Policy (CEP). According to
| |
| | level. For Washington D.C. Schools, they
|
| its mission statement AERA is "a national
| |
| | are caught in the crossfire of both. As
|
| research society, [that] strives to
| |
| | local leaders strive to meet needs with
|
| advance knowledge about education, to
| |
| | initiatives like the Master Education
|
| encourage scholarly inquiry related to
| |
| | Plan that overhauled curriculum
|
| education, and to promote the use of
| |
| | standards, and the Master Facilities Plan
|
| research to improve education and serve
| |
| | that is bringing buildings up to code,
|
| the public good." Located in D.C. the
| |
| | having a local think tank evaluating
|
| organization is comprised of over 25,000
| |
| | their steps can be helpful. Washington
|
| educational researchers, professors and
| |
| | D.C. Schools are watched closely by some
|
| educational think tanks. The research
| |
| | of the most knowledgeable and experienced
|
| performed by AERA and the reports they
| |
| | educators in the nation. Jennings
|
| publish impact the Washington D.C.
| |
| | experience prior to founding the CEP
|
| schools on many different levels. One way
| |
| | included serving as general counsel for
|
| is through their association with the
| |
| | the US House of Representatives'
|
| CEP. The CEP is also a D.C. based
| |
| | committee on Education and Labor where he
|
| advocate for public schools. Recently
| |
| | participated in debates about the
|
| Jack Jennings, president and CEO of the
| |
| | Vocational Education Act and the
|
| Center, received the 2007 AERA
| |
| | Individuals with Disabilities Act. He is
|
| Distinguished Public Service award.
| |
| | also the founding editor of Education
|
| Jennings earned the honor because of the
| |
| | Week and Teacher Magazine.
|
| research and application of school reform
| |
| | Patricia Hawke is a staff writer for
|
| issues and policies the center provides.
| |
| | Schools K-12, providing free, in-depth
|
| Teachers and administrators of Washington
| |
| | reports on all U.S. public and private
|
| D.C. Schools appreciate the CEP for
| |
| | K-12 schools.
|
| helping both parents and professional
| |
| |
|
