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Author: Marisa De La Torre
Publisher: Consortium on Chicago School Research
ISBN: 9780985681937
Category : School improvement programs
Languages : en
Pages : 96
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Book Description
Specific strategies for "turning around" chronically low-performing schools have become prominent, with the U.S. Department of Education enacting policies to promote four school improvement models that include "fundamental, comprehensive changes in leadership, staffing, and governance." Despite the attention and activity surrounding these types of school improvement models, there is a lack of research on whether or how they work. To date, most evidence has been anecdotal, as policymakers have highlighted specific schools that have made significant test score gains as exemplars of school turnaround, and researchers have focused on case studies of particular schools that have undergone one of these models. This has led to a tremendous amount of speculation over whether these isolated examples are, in fact, representative of turnaround efforts overall--in terms of the way they were implemented, the improvements they showed in student outcomes, and whether these schools actually served the same students before and after reform. To begin addressing this knowledge gap, the University of Chicago Consortium on Chicago School Research and American Institutes for Research (air) partnered to examine five different models initiated by the Chicago Public Schools (cps) in 36 schools. The goals of the study were to make clear how school reform occurred in Chicago--showing the actual changes in the student population and teacher workforce at the schools--and to learn whether these efforts had a positive effect on student learning overall. Appended are: (1) Description of Low-Performing Schools that Underwent Intervention; (2) Data and Data Sources; and (3) Research Methods and Results. (Contains 19 figures, 24 tables, 62 endnotes.).
Author: Marisa De La Torre
Publisher: Consortium on Chicago School Research
ISBN: 9780985681937
Category : School improvement programs
Languages : en
Pages : 96
Get Book Here
Book Description
Specific strategies for "turning around" chronically low-performing schools have become prominent, with the U.S. Department of Education enacting policies to promote four school improvement models that include "fundamental, comprehensive changes in leadership, staffing, and governance." Despite the attention and activity surrounding these types of school improvement models, there is a lack of research on whether or how they work. To date, most evidence has been anecdotal, as policymakers have highlighted specific schools that have made significant test score gains as exemplars of school turnaround, and researchers have focused on case studies of particular schools that have undergone one of these models. This has led to a tremendous amount of speculation over whether these isolated examples are, in fact, representative of turnaround efforts overall--in terms of the way they were implemented, the improvements they showed in student outcomes, and whether these schools actually served the same students before and after reform. To begin addressing this knowledge gap, the University of Chicago Consortium on Chicago School Research and American Institutes for Research (air) partnered to examine five different models initiated by the Chicago Public Schools (cps) in 36 schools. The goals of the study were to make clear how school reform occurred in Chicago--showing the actual changes in the student population and teacher workforce at the schools--and to learn whether these efforts had a positive effect on student learning overall. Appended are: (1) Description of Low-Performing Schools that Underwent Intervention; (2) Data and Data Sources; and (3) Research Methods and Results. (Contains 19 figures, 24 tables, 62 endnotes.).
Author: Daniel L. Duke
Publisher: Rowman & Littlefield
ISBN: 1475810261
Category : Education
Languages : en
Pages : 227
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Book Description
No greater challenge faces our society than improving the educational opportunities for millions of young people trapped in chronically low-performing schools. Overcoming this challenge requires talented and dedicated school leaders whose knowledge and skills extend far beyond what is covered in conventional principal preparation programs. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools. First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school turnaround plan. The author focuses on the importance of continuous planning – a departure from standard practice. A major portion of the book is devoted to examples of first-order and second-order strategies for raising achievement. Specific recommendations for launching the turnaround process and sustaining gains beyond the first years of turnaround are provided. The concluding chapter addresses the role of school districts in supporting school-based turnaround efforts.
Author: Joseph F. Murphy
Publisher: Springer
ISBN: 3030014347
Category : Education
Languages : en
Pages : 173
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Book Description
This volume provides an analysis of what we know about turning around "failing" schools in the United States. It starts with an in-depth examination of the barriers that hinder action on turnaround work. The book analyses the reasons why some schools that find themselves in serious academic trouble fail in their efforts to turn themselves around. Beginning with a discussion of what may best be described as "lethal" reasons or the most powerful explanation for failed reform initiatives, which include an absence of attention to student care and support; a near absence of attention to curriculum and instruction; the firing of the wrong people. Covered in this volume are "critical" explanations for failed turnaround efforts such as failure to attend to issues of sustainability, and "significant" explanations for failed turnaround efforts such as the misuse of test data. The volume concludes by examining what can be done to overcome problems that cause failure for turnaround schools and reviewing ideas in the core technology of schooling: curriculum, instruction, and assessment. As well as exploring problems associated with the leadership and management of schools to see where improvement is possible and an analysis of opportunities found in relationships between schools and their external partners such as parents and community members.
Author: Kenneth Leithwood
Publisher: John Wiley & Sons
ISBN: 0470767170
Category : Education
Languages : en
Pages : 310
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Book Description
LEADING SCHOOL TURNAROUND Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around. Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement and sustained academic success. Based on research conducted in the United States, Canada, and England, Leading School Turnaround addresses in three parts the dynamic context of the turnaround environment, what turnaround leaders do, and the incredible challenges of moving from turnaround to "stay around." Filled with illustrative examples, the book outlines the best practices and behaviors successful turnaround leaders exercise. The authors include detailed information for applying the four main categories of turnaround leadership: direction setting, developing people, redesigning the school, and managing the instructional program. This important resource can help any school leader get their school back on the track to academic success.
Author: Coby V. Meyers
Publisher: IAP
ISBN: 1641138750
Category : Education
Languages : en
Pages : 206
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Book Description
In the continuing quest to turnaround the lowest performing schools, rapid and sustainable reform, or school turnaround, seems most elusive for secondary schools. Secondary schools are rife with challenges due to their wide-ranging mission and organizational complexity. With the continued emphasis on college and career readiness and the vast learning possibilities enhanced by technology, our third book in this series, Contemporary Perspectives on School Turnaround and Reform, focuses on rapid school turnaround and reform in secondary schools. In this edited volume, researchers and scholars consider the doubly perplexing challenge of school turnaround or the rapid improvement of the lowest-performing secondary schools. Although there is some evidence that school turnaround policy can impact student achievement scores, research across international contexts seldom identifies schools that substantially changed student learning trajectories and sustained them. Separately, many societies have found improving secondary schools a relatively intractable problem for multiple reasons, including school size and complexity, the micropolitics of teaching and leading within them, and cumulative widening student achievement gaps. In combination, there are almost no examples of low-performing secondary schools turning around. The chapters in this book begin to offer some hope about how policymakers, practitioners, and researchers might begin to reconceptualize how they engage in and undertake the work of rapidly improving low-performing secondary schools. The authors provide theoretical and conceptual advancements, offer lessons learned from both successful and unsuccessful initiatives, and address practical issues with potentially accessible ways forward.
Author: Federico R. Waitoller
Publisher: Disability, Culture, and Equit
ISBN: 0807764000
Category : Education
Languages : en
Pages : 217
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Book Description
"It is the first book examining the experiences of Black and Latinx students with disabilities and their families with market-driven educational policies. It offers a unique theoretical contribution examining the relationship between disability, race, urban space, and market-driven educational policies. It uses powerful and emotional narratives that unveil the collateral damages of market-driven policies. It explains how Black and Latinx parents of students with disabilities experience and resist pushout practices in charter schools. It identifies the consequences of pushout practices in charter schools that are more severe that forcing parents to move to another school"--
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: Louis F. Miron
Publisher: State University of New York Press
ISBN: 0791486923
Category : Education
Languages : en
Pages : 336
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Book Description
Have urban schools failed, or has reform failed urban schools? This book examines existing urban school programs, ranging from desegregation to reading improvement, in light of available historical, empirical, and case study evidence. Miron and St. John and their contributors probe the underlying theoretical, normative, and political assumptions embedded in specific reform initiatives. They explore how reforms might be reconstructed to better address the underlying challenges and they demonstrate that reforms can be constructively critiqued throughout the stages of implementation, arguing that greater attention should be paid to ethnic and cultural traditions within urban educational settings. Contributors include Leetta Allen-Haynes; Joseph Cadray; Choong-Geun Chung; Richard Fossey; Barry M. Franklin; David Gordon; Carol Anne Hossler; Siri Loescher; Kim Manoil; Genevieve Manset; Louis F. Mirón; Glenda Droogsma Musoba; Kathryn Nakagawa; Carolyn S. Ridenour; Ada B. Simmons; Edward P. St. John; Neil Theobald; Sandra Washburn; Kenneth K. Wong; and Kim Worthington.
Author: Anthony S. Bryk
Publisher: University of Chicago Press
ISBN: 0226078019
Category : Education
Languages : en
Pages : 328
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Book Description
In 1988, the Chicago public school system decentralized, granting parents and communities significant resources and authority to reform their schools in dramatic ways. To track the effects of this bold experiment, the authors of Organizing Schools for Improvement collected a wealth of data on elementary schools in Chicago. Over a seven-year period they identified one hundred elementary schools that had substantially improved—and one hundred that had not. What did the successful schools do to accelerate student learning? The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate. In addition, they analyze the impact of social dynamics, including crime, critically examining the inextricable link between schools and their communities. Putting their data onto a more human scale, they also chronicle the stories of two neighboring schools with very different trajectories. The lessons gleaned from this groundbreaking study will be invaluable for anyone involved with urban education.
Author: Daniel L. Duke
Publisher: Rowman & Littlefield
ISBN: 1475807287
Category : Education
Languages : en
Pages : 263
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Book Description
Most guides to the process of turning around low-performing schools are written for principals and policy makers. Teachers, however, are the individuals expected to conduct the “heavy lifting” of school improvement. Teachers’ Guide to School Improvement is the first book on the subject written expressly for teachers. In this expanded second edition, teachers are shown a step-by-step process for raising student achievement, beginning with the diagnosis of the causes of low achievement and extending through the crucial first year of turnaround and beyond. Examples of effective turnaround practices are drawn from a variety of elementary, middle, and high schools.
