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National High School Center Releases Report on Key Practices and Policies of Consistently Higher Performing High Schools
PR Newswire
October 31, 2006

"The National High School Center, housed at the American Institutes for Research (AIR) in Washington, DC, serves the Regional Comprehensive [Assistance] Centers, and is funded by a grant provided by the Office of Elementary and Secondary Education and the Office of Special Education Programs. Subcontractors include Learning Point Associates, MDRC, the National Center for Educational Accountability (NCEA), and WestEd."

Building and Evaluating Out-of-School Time Connections
The Evaluation Exchange
Volume XII, No. 1 & 2, Fall 2006

October 23, 2006

"In 2002, the C. S. Mott Foundation began supporting Statewide Afterschool Networks and providing technical assistance to these Networks through the Afterschool Technical Assistance Collaborative, which is comprised of representatives from Afterschool Alliance, Council of Chief State School Officers, The Finance Project, National Conference of State Legislatures, National Governors Association, National League of Cities, Inc., and the University of South Carolina Education Foundation, with support from Learning Point Associates and Collaborative Communications Group."

States Consider Raising Compulsory School Age
Concord Independent Tribune
October 9, 2006

"'If a student is getting all Fs and there is no intervention program, then common sense will tell you he will find better luck not being in school any more,' said Hoor Bhanpuri, who studied dropouts for Learning Point Associates, an education research firm."

School Under Restructuring for Failing to Meet No Child Left Behind Standards
The Star Press
October 9, 2006

"Teachers and Principal Jean Ann Clevenger regularly meet with Brad Oliver, director of professional services, and Maren Harris, a consultant with Learning Point Associates, for teacher training. Both Oliver and Harris are members of the instructional leadership team charged with overseeing the restructuring of Washington-Carver.... 'We use the word data, but we really mean any way you gather information about your students,' Harris said. 'It's anything. It doesn't have to be paper and pencil.'"

Teacher-Pay Incentives Popular But Unproven
Education Week
September 27, 2006

"'Now states are saying, "If we're going to put in place an equity plan, then we better start doing a better job of monitoring whether some of these strategies are effective,"' said Sabrina W.M. Laine, the director of the Washington-based National Comprehensive Center for Teacher Quality, which was launched last year with funding from the U.S. Department of Education and is a national resource on such policies."

States Given Guidance on Online Teaching, E-School Costs
Education Week
September 20, 2006

"'Being an online teacher is more like being a ringmaster,' said Robert Blomeyer, a senior researcher at the Regional Education Laboratory-Midwest, based in Naperville, Ill., who worked on the report. 'You want a lot of stuff going on at the same time so you have an entertaining show.'"

School Restructuring Under No Child Left Behind: What Works When?
PEN Weekly NewsBlast
September 15, 2006

"This free guide for education leaders combines the best education and cross-industry research to provide educators with a step-by-step approach to the most promising options for schools identified for restructuring under No Child Left Behind (NCLB). The guide -- published by The Center for Comprehensive School Reform and Improvement at Learning Point Associates -- will help education leaders choose between chartering, contracting, state takeovers, or turnarounds with new leaders and staff when a school is faced with most students or very large subgroups failing to make adequate yearly progress. Educators will learn to organize a district team and assess district capacity as well as how to govern restructuring decisions and conduct a school-by-school analysis. It is supplemented with templates, checklists, and other practical tools."

Technology: Enabling or Disabling Youth?
Chicago Tribune
September 11, 2006

"Sharon Texley, a program associate working for Naperville's Learning Point Associates, a non-profit research and professional development group, said technology 'will never replace good teaching skills,' but we should 'affirm the use of it' so students can develop skills they might not get at home. 'There are things like "drill and kill" software which just become an easy way to keep students occupied,' Texley said. 'But with things like research, you've got access to hypermedia, which offers far more than linear text print. There are two different groups today: digital immigrants, the older folks that got on board the last 15 years, and the digital natives, [whose] skills are going to be a lot more complex.'"

Leaders Gauge Success of Education Act
Chicago Suburban News
September 3, 2006

"Biggert asked Paul Kimmelman, a senior adviser with Learning Point Associates, a nonprofit educational association with offices in Naperville, if he foresaw any dangers to dramatically changing the law. 'The devil would be in the details of what those significant changes would be,' Kimmelman said. 'I don't think it would be in the best interest of Congress to decimate the law.' He said doing so would create an attitude among educators of 'this, too, shall pass' and begin anew the process of trying to improve student performance."

Better Data Key to Solving Teacher Equity, Shortage Issues
Title I Report
September 1, 2006

"Sabrina Laine is director of the National Comprehensive Center for Teacher Quality, one of five content and 16 regional comprehensive centers established to build capacity in state and local education agencies to implement NCLB's mandates. She is an author of numerous studies on teacher supply and demand, professional development, alternative certification, recruitment and retention, and teacher turnover. She recently took a few minutes to talk about the NCCTQ and how school leaders can meet NCLB's teacher quality requirements."

Closing the Achievement Gap
Support for School Improvement—The e-newsletter of the Consortium for School Improvement
September 2006

"School Restructuring Under No Child Left Behind: What Works When? A Guide for Education Leaders (100 pages)
"The Center for Comprehensive School Reform [and Improvement] developed this step-by-step guide for state and district leaders to plan restructuring. Based on best practices in education and other industries, the guide aims to help schools in which most children or very large subgroups of students are failing in order to guide leaders in choosing change strategies that can produce rapid and obvious success. Complete with roadmaps, checklists, and decision trees, the guide focuses on organizing a district team, organizing school-level decision making, implementing the restructuring plan and continuous improvement. The four major steps in restructuring are:

  • "Take charge of change—Big change.
  • Choose the right changes.
  • Implement the plan.
  • Evaluate, improve, and act on failures."

Congresswoman: NCLB Shrinks Achievement Gap
Education Daily
August 30, 2006

"Paul Kimmelman, of Learning Point Associates, a nonprofit organization that operates technical assistance centers, recommended that Congress 'stay the course' with NCLB, especially when it comes to 'these two critical responsibilities':

  • "Use data to measure student achievement.
  • Provide qualified teachers in core subjects."

NCLB Reauthorization Hearing Tackles Flexibility, Standards
Education Week
August 30, 2006

The witness panel also included "Paul Kimmelman, a senior adviser at Learning Point Associates, a Naperville, Ill.-based nonprofit education organization."

"Mr. Kimmelman, whose organization has a federal contract to run the National Comprehensive Center for Teacher Quality and similar assistance centers, said: 'I don't think it would be in the best interest of Congress to decimate the overall law.'"

No Child Left Behind Draws Mixed Review
Daily Herald
August 29, 2006

"'As legislators continue to review No Child Left Behind, revisions needs to be made to the act or more schools will be in danger of not meeting federal standards,' said Paul Kimmelman, a senior adviser with Learning Point Associates, a nonprofit educational association with offices in Naperville.

"'There could be a significantly large percentage of schools not making adequate yearly progress that are for the most part good and effective schools,' Kimmelman said."

Robinson to Maintain FWCS' Path of Slow, Steady Progress
Frost Illustrated
August 23, 2006

"'Two literacy specialists are looking at our models,' said Robinson's report. 'As a result of technical assistance provided by the state, a curriculum audit is being conducted by Learning Point Associates, a vendor recommended by the federal government. We are implementing curriculum mapping to ensure that we are covering the state academic standards in every classroom.'"

Implementing NCLB: Creating a Knowledge Framework to Support School Improvement
On the AASA Bookshelf, AASA Online Bulletin
August 18, 2006

"Overcoming the challenge of No Child Left Behind by building organizational capacity through a knowledge model is addressed by writer Paul Kimmelman. He offers a simple framework for evidence-based continuous improvement that complies with NCLB. His book includes an analysis of educational leadership in an age of accountability, lessons in leadership, examples to link concepts to applications and recommended resources. It is written for educators and administrators who have responsibility for directing school or district-wide improvement.

"Kimmelman is senior advisor to the CEO and executive director of Learning Point Associates/North Central Regional Educational Laboratory. He worked in K–12 education for more than 30 years as a teacher, assistant high school principal, middle school principal, assistant superintendent and superintendent and has been an adjunct professor at several colleges and universities. He is a 21-year member of AASA."

Reporting of Software Product-Testing Stirs Debate
Education Week
August 9, 2006

"Aggregating may be 'really cool from a theoretical perspective,' said Arie van der Ploeg, a researcher at Learning Point Associates, a research and policy group in Naperville, Ill., but 'to some extent, educators are like shoppers; they are saying, '"Right now, I need tools more than I need theory."'"

"Mr. van der Ploeg, whose group advises school districts, said that giving educators advice from such general conclusions is like saying, '"Eat all your vegetables." It doesn't help you pick and choose from the market basket.'"

 



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