Viewing page 102 of 118

• The Race to the Top: President Obama's Race to the Top initiative has dedicated over $4 billion to twelve states in an effort to spur systemic reform and embrace innovative approaches to teaching and learning in America's schools.  Forty-six states and the District of Columbia applied for Race to the Top funding, and most of those states have made significant changes in laws or policies to promote education reforms that are consistent with the principles reflected under Race to the Top.

• Assessing Student Growth Metrics: President Obama dedicated $350 million in Recovery Act funding to support the development of the next generation of assessments that will allow states to measure student and school growth and progress.  As part of Race to the Top, this initiative supports consortia of states in development of comprehensive assessment systems.

• Transformative Change in Low-Performing Schools: Nearly 5 percent of all schools across the country are consistently low-performing.  Aiming to close the resulting achievement gap, the Obama Administration has committed over $4 billion to support states' efforts to make bold interventions in school improvement.  Fourteen states have already changed their laws to prioritize and support their low-performing schools in response to President Obama's call to action.

• Great Teachers and Leaders: The Obama Administration is dedicated to working in partnership with teachers and principals to improve teacher preparation and development, establish new and innovative models of evaluation and compensation, and ensure that teachers have the support and opportunity they need to improve their craft and advance in their profession.  Seventeen states have charted new directions in measuring teacher performance and student achievement.
Please note that the language and terminology used in this collection reflects the context and culture of the time of its creation, and may include culturally sensitive information. As an historical document, its contents may be at odds with contemporary views and terminology. The information within this collection does not reflect the views of the Smithsonian Institution, but is available in its original form to facilitate research. For questions or comments regarding sensitive content, access, and use related to this collection, please contact transcribe@si.edu.