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| District Audit Tool: A Method for Determining Level of Need for Support to Improvement (2006) |
| URL: HTTP://WWW.CCSSO.ORG/DOCUMENTS/2006/DISTRICT_AUDIT_TOOL_2006.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement, Parent involvement, Assessment |
| Provider: Council of Chief State School Officers (CCSSO) |
| Abstract: The Council of Chief State School Officers' Comprehensive Assessment System for ESEA Title I (CAS) State Collaborative on Assessment and Student Standards (SCASS), in partnership with Edvantia (formerly AEL), has completed a 3-year project to help states prioritize their delivery of support to districts and schools that fail to meet adequate yearly progress (AYP) targets. The District Audit Tool: A Method for Determining Level of Need for Support to Improvement includes methods for states to diagnose district functioning in research-based dimensions that correlate to positive student achievement gains on standards-based assessments. The tool includes both a metric calculator that analyzes data for distance of each subgroup and the group overall from the AYP targets, and a set of scoring rubrics that evaluate the district's or school's status against these research-based dimensions. Using this diagnostic data, states can determine which districts require the highest levels of support, identify what areas require support, and provide an objective method for allocating scarce resources. |
| Claims of Effectiveness: No claims of effectiveness are included in this document. |
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| School Communities That Work for Results and Equity: A National Task Force on the Future of Urban Districts |
| URL: HTTP://WWW.SCHOOLCOMMUNITIES.ORG/ARCHIVE/IMAGES/RESULTS.PDF |
| Format: PDF, URL |
| Focus Area: Parent involvement, School/District improvement |
| Provider: Annenberg Institute for School Reform |
| Abstract: School Communities That Work: A National Task Force on the Future of Urban Districts was established in 2000 by the Annenberg Institute to help create, support, and sustain entire urban communities of high-achieving schools. To help imagine what such communities would look like and how to create them, the Task Force convened influential leaders from various sectors to study three critical areas: building capacity for teaching and learning; developing family and community supports; and organizing, managing, and governing schools and systems. This reports shares the recommendations of that Task Force. |
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| Claims of Effectiveness: The School Communities that Work: A National Task Force on the Future of Urban Districts was established by the Annenburg Institute for School Reform. In this study, the authors have reviewed relevant research regarding urban communities producing high-achieving schools and provided recommendations based on that review as well as expert opinion about how to support and sustain those communities. |
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| A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement |
| URL: HTTP://WWW.SEDL.ORG/CONNECTIONS/RESEARCH-SYNTHESES.HTML |
| Format: PDF, URL |
| Focus Area: Parent involvement |
| Provider: Southwest Educational Development Laboratory |
| Abstract: This review of the research examines the growing evidence that family and community connections with schools make a difference in student success. It is a synthesis of 51 studies about the impact of family and community involvement on student achievement, and effective strategies to connect schools, families and community. This publication is the second in the series of annual research syntheses by SEDL's National Center for Family & Community Connections with Schools, and the fourth in the series of Evidence publications authored or co-authored by Anne T. Henderson. |
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| Evidence of Supporting Claims: Based on a review of literature, theory, practice, and some experimental and quasiexperimental research. |
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| Beyond Islands of Excellence: What Districts Can Do to Improve Instruction and Achievement in All Schools |
| URL: HTTP://WWW.LEARNINGFIRST.ORG/PUBLICATIONS/DISTRICTS/ |
| Format: Print, URL |
| Focus Area: Parent involvement, School/District improvement |
| Provider: Learning First Alliance |
| Abstract: The report outlines lessons from five high-poverty districts that have records of increasing student achievement. The report identifies a set of practical steps that schools and districts can take to move beyond a few excellent schools to success across entire systems. |
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| Claims of Effectiveness: Researchers at Learning First Alliance examined instruction at five high-poverty districts showing improvement in student achievement. Researchers spent several days at each district and conducted more than 200 individual interviews, 15 school visits, and 60 focus groups. Research shows that the five districts had a similar set of strategies to improve instruction. The authors offer seven strategies that are essential to school improvement. |
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| Characteristics of Improved School Districts: Themes from Research |
| URL: HTTP://WWW.K12.WA.US/RESEARCH/PUBDOCS/DISTRICTIMPROVEMENTREPORT.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement, Parent involvement |
| Provider: Center for Comprehensive Reform and Improvement |
| Abstract: The authors reviewed more than 80 research articles from studies conducted within the past 15 years that investigated the attributes of school districts that have improved over time. They identified 13 themes or characteristics of improved school districts, which have been clustered into four broad categories: Effective Leadership, Quality Teaching and Learning, Support for Systemwide Improvement, and Clear and Collaborative Relationships. |
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| Claims of Effectiveness: This document is based on a review of more than 80 research reports by the Research and Evaluation Office at the Office of Superintendent of Public Instruction. The analysis of the prior work identified 13 common themes. The themes should be viewed as integrated and interrelated. According to the author, they are important to district effectiveness but not sufficient in isolation. A conceptual framework was designed that illustrates the relationships among the 13 themes and four categories. |
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| Diversity: School, Family, and Community Connections |
| URL: HTTP://WWW.SEDL.ORG/CONNECTIONS/RESEARCH-SYNTHESES.HTML |
| Format: PDF, URL |
| Focus Area: Parent involvement |
| Provider: Southwest Educational Development Laboratory |
| Abstract: Third in a series of reports to help local school, community, and family leaders obtain useful research-based information about key educational issues. This synthesis focuses specifically on three categories: race or ethnicity, culture (including language), and socioeconomic status. The report also explores barriers to involvement for minority and low-income families, strategies that have been used to address those barriers, and recommendations that local educational leaders can adapt to address their specific needs. It is based on a review of over 64 studies. |
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| Evidence of Supporting Claims: Review of literature and some experimental and quasiexperimental research. |
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| Gaining Traction, Gaining Ground: How Some High Schools Accelerate Learning for Struggling Students |
| URL: HTTP://WWW.EDTRUST.ORG/SITES/EDTRUST.CIVICACTIONS.NET/FILES/PUBLICA... |
| Format: PDF, URL |
| Focus Area: Parent involvement, School/District improvement, High school, Achievement gap |
| Provider: Education Trust |
| Abstract: This report is the result of a study of the practices of public high schools that serve high concentrations of either low-income or minority students and have a strong track record of accelerating learning for students who enter high school below grade level. The study compares and contrasts the practices of these high-impact schools with similar high schools that have only an average impact on students. |
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| Claims of Effectiveness: This study examined seven public high schools. Four were "high-impact"--schools that produced unusually large growth among students who entered significantly behind--and three were average-impact schools with similar demographics that were the comparison schools. Data were collected from a review of artifacts from all schools, surveys of administrators, teachers, and students, multi-day site visits, classroom observations, and student and teacher focus groups. |
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| Partnering with Latino Migrant Families of Children with Disabilities: A Challenge, a Mission |
| URL: HTTP://WWW.ERIC.ED.GOV/ERICDOCS/DATA/ERICDOCS2SQL/CONTENT_STORAGE_0... |
| Format: PDF, URL |
| Focus Area: Parent involvement, Migrant education |
| Provider: Edvantia |
| Abstract: In Scholars in the Field (Salinas & Franquiz, 2004), this chapter describes Project SMART (Summer Migrants Access Resources through Technology), a national distance learning program (television and video) for migrant students that coordinates efforts among partner states. It originated in Texas to serve migrant students and is used in other states, where migrant students based in Texas spend part of the year, to provide them continuity and enable high school students to attain credits needed for graduation. The courses are broadcast via satellite each summer for 8 weeks in selected sites in the U.S. and are available on tapes and videocassettes. |
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| Claims of Effectiveness: This is a detailed description of the SMART program in Texas and its collaboration with other state education agencies. Reports on the increased numbers of graduating high school students and the participation of students is included. |
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| Readiness: School, Family, and Community Connections |
| URL: HTTP://WWW.SEDL.ORG/CONNECTIONS/RESEARCH-SYNTHESES.HTML |
| Format: PDF, URL |
| Focus Area: Parent involvement |
| Provider: Southwest Educational Development Laboratory |
| Abstract: The fourth research synthesis focusing on family and community connections with schools, Readiness: School, Family, and Community Connections describes 48 research studies on the contextual factors associated with children's readiness. In particular, this synthesis explores children's abilities as they make the transition to kindergarten, factors associated with these abilities, and implications of these factors on children's later success. It also discusses the effectiveness of a variety of early childhood or preschool interventions that include a family or community focus. |
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| Evidence of Supporting Claims: Review of literature and some experimental and quasiexperimental research. |
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| Redefining Parental Involvement: Lessons from High-Performing Migrant-Impacted Schools |
| URL: "HTTP://WWW.AERA.NET/PUBLICATIONS/?ID=315 |
| Format: Print, URL |
| Focus Area: Parent involvement |
| Provider: American Educational Research Assciation |
| Abstract: Because of the difficulties of involving migrant parents in their children's schooling, the authors attempted to find effective parent involvement practices by a qualitative study of parent involvement in high-performing, migrant-impacted schools. They found that schools were effective in involving parents because they aimed to meet parent needs rather than adhering to a predetermined definition of involvement. |
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| Claims of Effectiveness: In this qualitative study, 15 schools were chosen that met high achievement criteria in migrant-impacted districts that were recognized for parental involvement. Data were gathered through interviews, observations, and document review. No less-successful schools or districts were studied for comparison. They found that schools were effective in involving parents because they aimed to meet parent needs rather than adhering to a predetermined definition of involvement. |
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| Similar Students, Different Results: Why Do Some Schools Do Better? |
| URL: HTTP://WWW.EDSOURCE.ORG/PUB_SIMSTU6-06_SUMMARYREPORT.HTML |
| Format: PDF, URL |
| Focus Area: School/District improvement, Parent involvement, Achievement gap |
| Provider: EdSource Online |
| Abstract: Why do some California elementary schools serving largely low-income students do better on the state's academic performance index (API) than other schools with very similar students? This study surveyed principals and teachers in 257 schools and learned that socioeconomic factors are far from the sole predictor of academic performance. Analysis identified four interrelated practices associated with higher test scores and suggested implications for district and principal leadership. |
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| Claims of Effectiveness: This report summarizes the findings from a two-year study conducted by EdSource, Stanford University, University of California-Berkeley, and American Institutes for Research (AIR). The researchers collected data through superintendent interviews, principal and teacher surveys, and school demographic information documents. The researchers also used multiple regression analyses. Researchers found four domains that are most highly correlated with higher Academic Performance Index (API) scores: prioritizing student achievement, implementing a coherent, standards-based instructional program, using assessment data, and ensuring availability of instructional resources. |
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| APEX Parent Workshop Manual |
| URL: HTTP://WWW.ASPIRA.ORG/APEX.HTML |
| Format: Print, URL |
| Focus Area: Parent involvement, Migrant education |
| Provider: ASPIRA Parents for Excellence in Education (APEX) |
| Abstract: The APEX program was developed by ASPIRA to curb the high drop-out rate of Hispanic students by encouraging parents to play a greater role in their children’s education. This free manual consists of 10 workshops that are available in both Spanish and English. The 10 workshops focus on these topics: Self Esteem, Why Is Education Important, The Home Connection, School Structure, What Parent Involvement Means, The Importance of Communication, Involvement with Schools, Organizing Parent Networks, Group Dynamics, and An Effective Facilitator. |
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| Good Rural High Schools: Rubrics and Standards for High School Observation and Assessment |
| URL: HTTP://WWW.RURALEDU.ORG/USER_UPLOADS/FILE/GRHS_RUBRICS_FOR_OBSERV.PDF |
| Format: PDF, URL |
| Focus Area: Parent involvement, High school, Assessment, School/District improvement |
| Provider: The Rural School and Community Trust |
| Abstract: This is a rubric-based assessment system for high schools developed by the Rural School and Community Trust. Areas of assessment include curriculum and instruction, community connectedness, democratic practice, supporting structures, staffing, facilities, and leadership. |
| Claims of Effectiveness: No information provided on what the audit is based on, nor whether it has been field-tested. |
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| Handbook on Restructuring and Substantial School Improvement |
| URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/RESTRUCTURING%20HANDBOOK.PDF |
| Format: Print, URL |
| Focus Area: School/District improvement, Parent involvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: CII engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. |
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| Claims of Effectiveness: Sponsored by the U.S. Department of Education, the Center on Innovation & Improvement (CII) engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies, procedures, and support to successfully restructure schools. The modules are based on "promising practices," which blend findings from rigorous research in other fields, research and field expertise, statistically controlled, correlational studies, and long and outstanding records of improved performance. |
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| Importance of Parent Involvement for No Child Left Behind (Webcast) |
| Format: DVD |
| Focus Area: Parent involvement |
| Provider: National Center for Family Literacy (NCFL) |
| Abstract: Webcast will set the stage for SEAs to develop specific plans for addressing NCLB parent involvement requirements. Participants will be able to direct questions to our panel of experts during the question and answer section. Panelist include Aurelio Montemayor, Jane Grinde, and Sharon Darling. Videotaped messages from Anne Henderson and Margaret Spellings. |
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| KIDS COUNT Special Report: City & Rural KIDS COUNT Data Book |
| URL: HTTP://WWW.AECF.ORG/UPLOAD/PUBLICATIONFILES/DA3622H401.PDF |
| Format: PDF, URL |
| Focus Area: Parent involvement, Rural Education |
| Provider: Annie E. Casey Foundation |
| Abstract: This special edition of the KIDS COUNT Data Book is an effort to elevate public understanding of conditions faced by children in the largest cities and rural communities. The resource reports a consistent, reliable set of child well-being indicators, and readers are encouraged to compare child outcomes for types of communities within their state or compare communities of similar types across states. The authors hope these kinds of comparisons lead to improved outcomes for children and families regardless of where they live. According to the authors, data show that many children growing up in isolated rural communities do not have the supports needed to become successful workers, responsible parents, and engaged citizens. Addressing, and resolving, issues facing disadvantaged children and families requires a combination of know-how, political will, and tangible resources. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this article, but the information is based on data from the 2000 Decennial Census, which uses the same questionnaire and methodology across the country so that data are collected and measured consistently. |
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| Rural KIDS COUNT Pocket Guide: Measures of Child Well-Being in the Nation's Rural Areas |
| URL: HTTP://WWW.AECF.ORG/UPLOAD/PUBLICATIONFILES/DA3622H400.PDF |
| Format: PDF, URL |
| Focus Area: Parent involvement, Rural Education |
| Provider: Annie E. Casey Foundation |
| Abstract: This Pocket Guide derives information from the 2004 KIDS COUNT Special Report: City & Rural KIDS COUNT Data Book. The guide is designed to give state-level policymakers a better understanding of the situations faced by families of rural communities and how they compare to those in rural parts of other states, as well as the country as a whole. This guide includes data on the well-being of rural children in every state. The measures presented offer information on poverty, family structure, parental employment, housing affordability, and education. |
| Claims of Effectiveness: No claims of effectiveness pertain to this guide, but the information is based on the report KIDS COUNT Special Report: City & Rural KIDS COUNT Data Book. See full report for data collection and methodology. |
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| What Works in Schools Online Surveys |
| URL: HTTP://WWW.WHATWORKSINSCHOOLS.ORG/ |
| Format: URL |
| Focus Area: School/District improvement, Parent involvement, Accountability |
| Provider: What Works in Schools |
| Abstract: The What Works in Schools Online Surveys ask participants to create a profile of how their school or district addresses the factors that influence student achievement. The surveys are based on 11 factors that have the greatest effect on student achievement, drawn from meta-analysis of 35 years of educational research by Robert Marzano. The surveys measure participants' perceptions, pointing to areas that can become the focus of school improvement efforts. Participants' survey responses are compiled into analytical reports that provide an instant snapshot of the areas that are most critical to the school's efforts to improve student achievement levels. |
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| Claims of Effectiveness: This online survey is based on a meta-analysis of 35 years of educational research by Robert Marzano. The survey is based on eleven factors that Marzano has found in the research that have the greatest effect on student achievement. |
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