Exploring Rapid Achievement Gains in North Carolina and Texas. Lessons from the States
Exploring Rapid Achievement Gains in North Carolina and Texas. Lessons from the States

Author: David Grissmer

Publisher: DIANE Publishing

Published: 1998

Total Pages: 50

ISBN-13: 1428965408

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The National Education Goals Panel (NEGP) tracks and reports annually on 33 indicators linked to the 8 National Education Goals. The NEGP's 1997 report showed positive gains on the greatest number of indicators for North Carolina and Texas. These gains included significant gains on the 1996 National Assessment of Educational Progress (NAEP) in mathematics. The NEGP commissioned this study to see if the improvements were really significant and to try to identify the factors that could or could not account for the educational improvement in these two states. The analysis confirms that the gains in academic achievement in both states are both significant and sustained. North Carolina and Texas posted the largest gains on the NAEP administered between 1990 and 1997, and these results were mirrored in state assessments administered in the same period. There is also evidence that the scores of disadvantaged students improved more rapidly than those of advantaged students. Several factors commonly associated with student achievement, including real per-pupil spending, teacher/pupil ratios, teachers with advanced degrees, and experience levels of teachers, do not appear to explain the test score gains. Texas and North Carolina rank at or below the national averages on these characteristics, and none of them changed during the study period in ways that would explain the gains. The study concludes that the most plausible explanation for the score gains is found in the policy environment established in each state. Both states pursued similar paths to improvement, and each succeeded in changing the organizational environment and incentive structure for educators in ways that led to improvement. The keys to this change include: (1) creating an aligned system of standards, curriculum, and assessments; (2) holding schools accountable for improvement by all students; and (3) support from businesses in developing, implementing, and sustaining these changes over time. (Contains 16 figures, 4 tables, and 18 references.) (Author/SLD)

On the Success of Failure
On the Success of Failure

Author: Karl L. Alexander

Publisher: Cambridge University Press

Published: 2003

Total Pages: 332

ISBN-13: 9780521793971

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This book is about the practice of grade retention in elementary school, a particularly vexing problem in urban school systems, where upward of half the students may repeat a grade. On the Success of Failure addresses whether repeating a grade is helpful or harmful when children are not keeping up. It describes the school context of retention and evaluates its consequences by tracking the experiences of a large, representative sample of Baltimore school children from first grade through high school. In addition to evaluating the consequences of retention, the book describes the cohort s dispersion along many different educational pathways from first grade through middle school, the articulation of retention with other forms of educational tracking (like reading group placements in the early primary grades and course-level assignments in middle school), and repeaters academic and school adjustment problems before they were held back.

The Future of Educational Change
The Future of Educational Change

Author: Ciaran Sugrue

Publisher: Routledge

Published: 2008-02-19

Total Pages: 251

ISBN-13: 1134084676

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This timely book provides a systematic overview and critique of contemporary approaches to educational change from some of the best-known writers and scholars in the field, including Andy Hargreaves, Larry Cuban, Ivor Goodson, Jeannie Oakes, Milbrey McLaughlin, Judyth Sachs and Ann Liebermann. Divided into four sections, the book addresses the key themes: What has been the impact of educational change? How has the impact differed in different circumstances? What are the new directions for research on policy and practice? How can we link research, policy and practice? By highlighting critical lessons from the past, the book aims to set an agenda for policy-related research and the future trajectories of educational reforms, while also taking into account the dominant rhetorics of international ‘social movements’ and the ‘refracted’ nature of policy agenda at national and local levels. This book addresses issues which with many educators around the world are currently grappling. It will appeal to academics and researchers in the field, as well as providing an introduction to key issues and themes in Educational Change for graduates and practitioners.

Jsl Vol 14-N5
Jsl Vol 14-N5

Author: JOURNAL OF SCHOOL LEADERSHIP

Publisher: Rowman & Littlefield

Published: 2004-11-18

Total Pages: 135

ISBN-13: 1475811497

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The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

Redesigning Accountability Systems for Education
Redesigning Accountability Systems for Education

Author: Susan Fuhrman

Publisher: Teachers College Press

Published: 2004-01-17

Total Pages: 324

ISBN-13: 9780807744253

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Now more than ever, policymakers face a number of difficult and technical questions in the design and implementation of new accountability approaches. This book gathers the emerging knowledge and lessons learned offered by leading scholars in the field.

The New Meaning of Educational Change
The New Meaning of Educational Change

Author: Michael Fullan

Publisher: Teachers College Press

Published: 2001-01-01

Total Pages: 316

ISBN-13: 9780807740699

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Over the last few decades there have been attempts at planned educational change. The benefits have not equalled the cost. Fullan distils from these experiences lessons about how to cope with, and influence, educational change.

Educational Equity and Accountability
Educational Equity and Accountability

Author: Linda Skrla

Publisher: Routledge

Published: 2004-02-02

Total Pages: 308

ISBN-13: 1135944105

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Despite the intense political attention that has been focused on accountability, on standardized testing, and on the equity effects of both accountability and testing, the great majority of recent debate in education policy circles has failed to attend to either the dynamism or complexity of these issues and has, instead, been carried out in a dualistic, good versus evil, fashion. In contrast, the scholarship collected in this important new volume is designed to move beyond the prevailing dualism and to push the discourse about accountability, testing, and educational equity in public schools usefully forward, and to provide a much-needed resource for researchers, policy makers, and practitioners.

Improving Student Learning
Improving Student Learning

Author: Herbert J. Walberg

Publisher: IAP

Published: 2010-12-01

Total Pages: 153

ISBN-13: 1617352144

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Improving Schools to Promote Learning is a concise and common-sense examination of all the moving parts that drive student learning. The book ties together the research, policies, and practices relative to the state, district, school, classroom, and family, and explains their effects on student learning. The author covers an array of topics, including technology, charter schools, turnaround initiatives, and instruction in specific subject areas. Herbert J. Walberg’s book continues the work of previous publications from the Center on Innovation & Improvement (Handbook on Restructuring and Substantial School Improvement and Handbook on the Statewide Systems of Support) that connect research to practice at various levels of the education system. The book is accessible to a wide audience, including educators, school board members, parents, and policy makers. Walberg includes action steps in every chapter, providing practical recommendations for improved student achievement. The author also offers select references for additional material on the best research and most effective practices.