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Author: W. James Popham
Publisher: Routledge
ISBN: 1135931933
Category : Education
Languages : en
Pages : 166
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Book Description
'No Child Left' Behind, signed into law by President Bush in January 2002, is the most significant education legislation in decades. It calls for substantially expanded student testing, more stringent accountability requirements, and annual school-focused report cards at the state, district, and school levels. Despite the fact that it affects schooling at every possible level, few people understand its implications or reach. In America's 'Failing' Schools, Popham sets the record straight for teachers, students, and parents alike. In clear, accessible language the book explains the relevant.
Author: W. James Popham
Publisher: Routledge
ISBN: 1135931933
Category : Education
Languages : en
Pages : 166
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Book Description
'No Child Left' Behind, signed into law by President Bush in January 2002, is the most significant education legislation in decades. It calls for substantially expanded student testing, more stringent accountability requirements, and annual school-focused report cards at the state, district, and school levels. Despite the fact that it affects schooling at every possible level, few people understand its implications or reach. In America's 'Failing' Schools, Popham sets the record straight for teachers, students, and parents alike. In clear, accessible language the book explains the relevant.
Author: Peter Collesano
Publisher: Createspace Independent Publishing Platform
ISBN: 9781546714354
Category :
Languages : en
Pages : 134
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Book Description
We all know it, but we hate to admit it. It can't be true! But it is. We are now middle of the road, beer in a can, when it comes to education. Half of the world scores better than we do on standardized tests. We are falling behind. To be sure, there have been efforts in the past to avert this disaster, and all have failed. Why? Because they have focused on the wrong thing. The answers are simple. If we've learned anything from the past, we know simple is not always easy. This book is an honest, in your face assessment of where we are, and the simple, obvious, and inexpensive ways to get where we want to be.
Author: Ronald C. Brady
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 60
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Book Description
The No Child Left Behind Act (NCLB) requires that all states install school & district accountability systems based on the results of student scores on annual tests. The goal is to press states & districts to act decisively to turn around failing schools & boost pupil achievement, particularly in reading & math. But little is known about what kinds of interventions are most likely to turn faltering schools into successful educational institutions. This report describes the interventions set forth for state & local policymakers as part of NCLB. It categorizes & reviews 17 interventions that have been attempted by states or school districts since 1989. Looks in detail at 3 interventions in: N.Y. State; Memphis, TN; & in Prince George's County, MD.
Author: David L. Kirp
Publisher: Oxford University Press
ISBN: 0199391092
Category : Education
Languages : en
Pages : 271
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Book Description
In Improbable Scholars, David L. Kirp challenges the conventional wisdom about public schools and education reform in America through an in-depth look at Union City, New Jersey's high-performing urban school district. In this compelling study, Kirp reveals Union's city's revolutionary secret: running an exemplary school system doesn't demand heroics, just hard and steady work.
Author: Joseph Murphy
Publisher: Corwin Press
ISBN: 1452294135
Category : Education
Languages : en
Pages : 369
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Book Description
"This book provides critical understandings on the causes of organizational decline, a comprehensive conception of the turnaround process, and powerful insights for transforming failing schools into the kind we all want for our children." —Kenneth Leithwood, Professor of Educational Leadership and Policy Ontario Institute for Studies in Education "Murphy and Meyers do a first-rate job of mapping the territory of school turnarounds and identifying the options for educators to consider and researchers to investigate." —Daniel L. Duke, Professor of Educational Leadership and Research University of Virginia The guide to successfully restructuring schools in trouble! This insightful resource integrates research, strategies, and lessons from business, government, and not-for-profit organizations that have transformed their substandard performance into a proactive approach for renewal. The authors provide: A comprehensive overview of the literature on organizational deterioration An in-depth examination of the causes and symptoms of degeneration A two-part model for preventing educational collapse and crafting an effective turnaround A review of the efficacy of educational reform initiatives This indispensable text is ideal for district administrators, superintendents, policy makers, and individuals with an interest in organizational accountability and meaningful school reform.
Author: Camille A. Farrington
Publisher: Teachers College Press
ISBN: 0807772747
Category : Education
Languages : en
Pages : 209
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Book Description
Roughly half of all incoming ninth graders across urban districts will fail classes and drop out of school without a diploma. Failing at School starts with the premise that urban American high schools generate such widespread student failure not because of some fault of the students who attend them but because high schools were designed to stratify achievement and let only the top performers advance to higher levels of education. This design is particularly detrimental for low-income, racial/ethnic minority students. To get different results, Farrington proposes fundamental changes based on what we now know about how students learn, what motivates them to engage in learning, and what kinds of educational systems and structures would best support their learning. “This is a groundbreaking and eye-opening study because it does what few studies of high school truly do: get inside the hearts and minds of teen-agers and show what their experience of school looks and feels like to them. The analysis of students who fail is revealing and powerful. There are poignant and revealing stories of just how a few student mistakes or teacher insensitivities lead to unfortunate and long-lasting results. More importantly, these case studies, their nuances, and their implications take us beyond the clichés and simplistic theories about schools and reform. Most importantly, we read of tangible and intelligent solutions that can be instituted, based on the facts on the ground. I highly recommend this book to everyone interested in getting beyond the typical talking points of school reform.” —Grant Wiggins, Authentic Education “Camille Farrington details how high schools trap students along developmental trajectories distorted by structural factors—resources, values and practices—beyond their control. Grounded firmly in research, she describes a better way forward. This book is an important contribution to the re-visioning of American high schools.” —Ronald F. Ferguson, faculty director, Achievement Gap Initiative, Harvard University "Why is there such a pattern of failure in urban high schools? This is a vital issue for every city in America. Camille Farrington’s analysis of the roots of this problem and suggestions for structural changes to break this cycle is the best I have seen. This book combines research and practitioner wisdom with common sense and heart, and for those of us engaged in this work, presents concrete directions for positive change.” —Ron Berger, chief academic officer, Expeditionary Learning Book Features: Offers concrete strategies for redesigning high schools based on four dimensions of student achievement—structural, academic, developmental, and motivational. Highlights the voices of students to illustrate fundamental problems with the way we currently “do school.” Addresses the new Common Core State Standards and the potential of this major reform effort to move us toward equity and excellence. Camille A. Farrington is a research associate (assistant professor) at The University of Chicago School of Social Service Administration and the Consortium on Chicago School Research and director of curriculum, instruction, and assessment for the Network for College Success.
Author: Wayne K. Hoy
Publisher: IAP
ISBN: 1607526514
Category : Education
Languages : en
Pages : 288
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Book Description
Improving Schools: Studies in Leadership and Culture is the seventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. This book is organized around two broad concepts—leadership and culture, which have important implications for improving schools. The book begins with an analysis of the saliency of trust in the culture of schools. In the first chapter, Patrick Forsythís review of the consequences of school trust sets the tone for seeking and developing school cultures that enhance high academic performance of students. The investigation of school trust is traced over several decades at four research universities as scholars at each institution conceptualized, refined, and examined the consequences of school trust. It seems fair to conclude that a school culture that is anchored in values and norms of faculty trusting students and parents facilitates high academic achievement and positive outcomes.
Author: Coby V. Meyers
Publisher: IAP
ISBN: 1681238896
Category : Education
Languages : en
Pages : 361
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Book Description
The concept of school turnaround—rapidly improving schools and increasing student achievement outcomes in a short period of time—has become politicized despite the relative newness of the idea. Unprecedented funding levels for school improvement combined with few examples of schools substantially increasing student achievement outcomes has resulted in doubt about whether or not turnaround is achievable. Skeptics have enumerated a number of reasons to abandon school turnaround at this early juncture. This book is the first in a new series on school turnaround and reform intended to spur ongoing dialogue among and between researchers, policymakers, and practitioners on improving the lowest-performing schools and the systems in which they operate. The “turnaround challenge” remains salient regardless of what we call it. We must improve the nation’s lowest-performing schools for many moral, social, and economic reasons. In this first book, education researchers and scholars have identified a number of myths that have inhibited our ability to successfully turn schools around. Our intention is not to suggest that if these myths are addressed school turnaround will always be achieved. Business and other literatures outside of education make it clear that turnaround is, at best, difficult work. However, for a number of reasons, we in education have developed policies and practices that are often antithetical to turnaround. Indeed, we are making already challenging work harder. The myths identified in this book suggest that we still struggle to define or understand what we mean by turnaround or how best, or even adequately, measure whether it has been achieved. Moreover, it is clear that there are a number of factors limiting how effectively we structure and support low-performing schools both systemically and locally. And we have done a rather poor job of effectively leveraging human resources to raise student achievement and improve organizational outcomes. We anticipate this book having wide appeal for researchers, policymakers, and practitioners in consideration of how to support these schools taking into account context, root causes of low-performance, and the complex work to ensure their opportunity to be successful. Too frequently we have expected these schools to turn themselves around while failing to assist them with the vision and supports to realize meaningful, lasting organizational change. The myths identified and debunked in this book potentially illustrate a way forward.
Author: Connor P. Spreng
Publisher:
ISBN:
Category : Educational change
Languages : en
Pages : 202
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Book Description
Discusses the theory underlying various responses to the problem of failing schools, including parental choice and government interventions. Examines New Zealand's experience with failing schools and intervention strategies in underperforming schools in California; applies the results of the research education reform in the Emirate of Qatar.
Author: Andy Smarick
Publisher: R&L Education
ISBN: 1607094789
Category : Education
Languages : en
Pages : 198
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Book Description
For more than two generations, the traditional urban school system—the district—has utterly failed to do its job: prepare its students for a lifetime of success. Millions and millions of boys and girls have suffered the grievous consequences. The district is irreparably broken. For the sake of today’s and tomorrow’s inner-city kids, it must be replaced. The Urban School System of the Future argues that vastly better results can be realized through the creation of a new type of organization that properly manages a city’s portfolio of schools using the revolutionary principles of chartering. It will ensure that new schools are regularly created, that great schools are expanded and replicated, that persistently failing schools are closed, and that families have access to an array of high-quality options. This new entity will focus exclusively on school performance, meaning, among other things, our cities can thoughtfully integrate their traditional public, charter public, and private schools into a single, high-functioning k-12 system. For decades, the district has produced the most heartbreaking results for already at-risk kids. The Urban School System of the Future explains how we can finally turn the tide and create dynamic, responsive, high-performing, self-improving urban school systems that fulfill the promise of public education.
