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| A Mission of the Heart: What Does It Take to Transform a School (2007) |
| URL: HTTP://WWW.WALLACEFOUNDATION.ORG/KNOWLEDGECENTER/KNOWLEDGETOPICS/CU... |
| Format: PDF, URL |
| Focus Area: Leadership, School/District improvement |
| Provider: The Wallace Foundation |
| Abstract: Transforming failing schools presents special leadership challenges. What do successful "turnaround" principals actually do? What skills do they need? Where should we be looking for such leaders and what support do they need? For answers, The Wallace Foundation asked Public Agenda to interview principals currently working in high-needs schools as well as education leaders with experience working with effective principals. The results of these interviews can be found in this preliminary report. |
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| Claims of Effectiveness: Researchers with Public Agenda conducted five focus groups with principals in high-needs districts and sixteen one-on-one interviews with superintendents and other high-ranking education officials in the fall of 2007 to gather information about what makes an effective principal in a high-needs school and how other schools can attract, train, retain, and support these individuals. Among the many preliminary insights from these interviews, authors found school leaders tend to fall into two categories - "transformers" who have a clear vision for their schools and a can-do attitude that enables them to get past obstacles; and "copers" who seem overwhelmed by the challenges and have difficulty prioritizing teaching and learning. |
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| Access to Supplemental Educational Services in the Central Region States (2007) |
| URL: HTTP://IES.ED.GOV/NCEE/EDLABS/REGIONS/CENTRAL/PDF/REL_2007007.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: U.S. Department of Education |
| Abstract: This report is one in a series of reports from short-term Fast Response Projects conducted by the regional education laboratories. The report was prepared by Mid-continent Research for Education and Learning, and focuses on Supplemental Educational Services (SES) in the Central Region states of Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. Information from databases and from interviews with state education agency contacts in these states is used to examine five topics about SES: its status in the Central Region, service providers, evaluation of provider programs, implementation roles, and key state agency concerns. |
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| Claims of Effectiveness: Researchers at Mid-continent Research for Education and Learning analyzed online databases and interviews with contacts in the state departments of education to review the role of the seven Central Region states in overseeing the supplemental educational services program. It is a descriptive study and offers a status report for policymakers and technical assistance providers. Researchers plan to complete follow-up studies and will compare the perceptions of state agency personnel with parent perceptions and school data to further assess the impact of the program on students. |
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| Characteristics of Successful Districts (n.d.) |
| URL: HTTP://DPI.WI.GOV/SSOS/CSD.HTML |
| Format: PDF, URL |
| Focus Area: School Culture, Leadership, Highly qualified educators, Curriculum and Instruction, School/District improvement |
| Provider: Wisconsin Department of Public Instruction |
| Abstract: Characteristics of Successful Districts is a set of rubrics available from the Wisconsin Department of Public Instruction for districts to use in assessing their strengths and needs. The instrument is organized into five major characteristics, with a set of standards listed under each characteristic. Districts rate themselves on each standard, using a four-point scale. The five characteristics are: (1) Vision, Values, and Culture; (2) Leadership and Governance; (3) Decision Making and Accountability; (4) Curriculum and Instruction; and (5) Professional Development and Teacher Quality. |
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| Claims of Effectiveness: This tool was developed after a review of available literature on district support for improved school and student performance. A team from seven Wisconsin school districts developed the indicators for each characteristic. The draft tool was then used by the districts to conduct a self-assessment. The version contained here is the result of feedback and expertise of stakeholder groups across the state of Wisconsin. |
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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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| Evaluating Supplemental Educational Service Providers: Suggested Strategies for States (2nd Edition) |
| URL: HTTP://WWW.CENTERII.ORG/SES/RESOURCES/SES_EVALUATION_GUIDE.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: This Guidebook is designed to help state educational agencies (SEAs) create an effective system to evaluate state-approved supplemental educational service (SES) providers. Included is guidance to help readers determine evaluation measures, identify possible evaluation methodologies, and address the technical and practical considerations associated with an evaluation. Although this Guidebook is of primary interest to states, it can also help school districts and SES providers understand their roles in the evaluation process. |
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| Claims of Effectiveness: Regulatory guidance to states on evaluating supplemental educational service providers prepared for the Center on Innovation and Improvement. |
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| Handbook on Statewide Systems of Support |
| URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/HANDBOOK%2010%2018%2007.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: This Handbook surveys the research related to statewide systems of support, presents the experience and insights of educational leaders in how such support can best be conducted, and derives actionable principles for improving schools. Included is a section that profiles systems of support in four states: Alabama, Washington, Tennessee, and Kentucky. The Handbook is intended for use not only by the staff of the U.S. Department of Education-sponsored Regional Centers that serve state department staff, but also by the staff of school districts and schools. The overall goal of the Handbook is to provide a coherent and practical document on this important topic to facilitate the delivery of high-quality technical assistance. |
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| Claims of Effectiveness: The CII compiled the results of existing studies and reports in an effort to provide sound principles and also gathered and synthesized the views and experiences of successful educators in the Regional Centers and states as another source of evidence. These efforts serve as the basis of protocols and other tools for use in staff development and to evaluate present programs and plan future evidence-based activities. The CII hoped to provide a practical document to facilitate the delivery of high-quality technical assistance. |
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| NCLB Remedies in Action: Four of NCLB's "Restructured" Schools |
| URL: HTTP://WWW.AEI.ORG/DOCLIB/20061130_HASSELPAPER.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Public Impact |
| Abstract: This report profiles four schools in Michigan and California that entered the final stage of restructuring in 2005-06. These case studies, which involved interviews with school officials and review of relevant documents, offer a picture of how three districts and four schools have interpreted the restructuring requirements of NCLB and provide the basis for several observations about how NCLB's restructuring mandates will play out. |
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| Claims of Effectiveness: This paper presents a case study of four schools, two in Michigan and two in California, classified as "restructuring" under NCLB. Researchers conducted structured interviews with school officials and reviewed relevant state, district, and school-level documents. The authors provide an overview of how these schools have been affected by NCLB and make several observations about what restructuring can look like at the school level. |
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| Nine Characteristics of High-Performing Schools: A Research-Based Resource for Schools and Districts to Assist with Improving Student Learning |
| URL: HTTP://WWW.K12.WA.US/RESEARCH/PUBDOCS/NINECHARACTERISTICS.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Office of Superintendent of Public Instruction, Washington State |
| Abstract: The Nine Characteristics of High-Performing Schools resource document has been updated to help schools in their school improvement efforts. This second edition of the resource maintains the nine characteristics and definitions from the original 2003 document. It adds information from about 120 new research and professional references, as well as relevant OSPI documents, to help educators deepen their understanding of the characteristics, and it provides additional strategies for expanding implementation. The school improvement perception surveys, which also are on the OSPI website, can be used to gather information from staff, students, and communities to help gauge progress. |
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| Claims of Effectiveness: School improvement specialists from the Office of Superintendent of Public Instruction (OSPI) reviewed more than 20 studies to develop the nine characteristics of high-performing schools. Studies showed that no single characteristic leads to school success and most studies identified five or more of the traits in successful schools. Researchers found that reaching that level takes years of sustained school commitment, affecting values, attitudes, beliefs, and instructional practices. The authors indicate that cursory attention to the nine characteristics will yield superficial changes but not lasting success. This second edition of the report also focuses on how the nine characteristics are interrelated and suggests a continuous cycle of action that systematically attends to all nine. Seminal research on effectives schools is included, as well as about 120 new references and relevant OSPI documents. |
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| No Child Left Behind Act: Education Should Clarify Guidance and Address Potential Compliance Issues for Schools in Corrective Action and Restructuring Statute |
| URL: HTTP://WWW.GAO.GOV/NEW.ITEMS/D071035.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Abstract: The GAO conducted this study of Title I schools in corrective action through two web-based surveys to a nationwide sample of such schools, and site visits to five states. This report examines (1) the characteristics of Title I schools in corrective action and restructuring; (2) the actions that schools in corrective action and restructuring implemented; (3) the assistance those schools received from districts and states; and (4) how Education supports states in their efforts to assist these schools. The report provides recommendations based on these results, including that the Secretary of Education provide guidance on when schools in corrective action may continue previously implemented corrective actions rather than implementing new ones; direct states to report information on activities taken by each school in corrective action or restructuring; and take additional steps to ascertain whether states are ensuring that districts provide the required assistance to schools. |
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| Claims of Effectiveness: A variety of methods were used in this study. Descriptive analyses of characteristics of schools in corrective action and restructuring were conducted and compared to all other Title I schools. A nationally representative sample of Title I schools was selected and two Web-based surveys were administered to those schools. Site visits were conducted and included interviews with state, district, and school officials representing 5 states and 10 school districts within those states. Information was also gathered from officials at Education and several experts in the field of school improvement. Education's data, federal laws, regulations, and agency guidance documents were also reviewed. The authors offer the following recommendations to Education: provide more guidance to states and districts, obtain more information on district implementation of corrective action and restructuring activities, and take additional steps to determine whether districts are providing assistance required by NCLB. |
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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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| School Restructuring Under No Child Left Behind: What Works When? A Guide to Education Leaders |
| URL: HTTP://WWW.CENTERFORCSRI.ORG/INDEX.PHP?OPTION=COM_CONTENT&TASK=... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center for Comprehensive Reform and Improvement |
| Abstract: This guide is designed to help education leaders choose the best restructuring options for schools in which substantial numbers of children are failing to learn enough. By restructuring, this means major, rapid changes that affect how a school is led and instruction delivered. The research supporting this guide was conducted to help the growing number of districts considering school restructuring to meet the requirements of No Child Left Behind (NCLB). However, the guide may be used by any district or state choosing change strategies for schools where large, swift improvement is needed to meet children's needs. This guide does the following: Reflects the best education and cross-industry research on restructuring; translates that research into practical decision-making tools; includes process steps; and includes realistic consideration of strengths and constraints in a wide variety of school districts. The guide is in four parts and each can be accessed individually: Reopening as a Charter School; Turnarounds With New Leaders and Staff; Contracting With External Education Management Providers; and State Takeovers of Individual Schools. |
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| Claims of Effectiveness: This guide is based on the What Works When series that explore what is known about when and under what circumstances the four restructuring options under NCLB improve student learning. Researchers also conducted interviews with educators and leading researchers who are experts in the field of restructuring. Literature was also reviewed that compared high-performing schools to others with similar student populations. |
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| School Turnarounds: A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement |
| URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/TURNAROUNDS-COLOR.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: The process of turning around a failing school is fundamental to NCLB, yet there is a limited literature base documenting successful turnarounds in the education sector. This review is adapted from an earlier review on successful turnarounds, and is based on an examination of the literature related to turning around low-performing schools and other organizations from both the public and private sectors. |
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| Claims of Effectiveness: Researchers reviewed 59 documents, mostly case studies, to develop this framework. The researchers found many similarities across sectors regarding the factors that contribute to a successful turnaround. The findings are categorized according to two broad themes that provide an analytic framework to synthesize the cross-sector literature: environmental context and leadership. |
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| Self-Assessment Checklist for Supplemental Educational Services |
| URL: HTTP://WWW.FLDOE.ORG/FLBPSO/DOC/SELFASSESSMENTCHECKLISTSES9-2007.DOC |
| Format: Print, URL |
| Focus Area: School/District improvement |
| Provider: Florida Department of Education |
| Abstract: Identified by district coordinators and providers in Florida, this [21-page] document includes a list of strategies, tools, and practices that have been implemented by different districts or providers and appear to be effective practices. The document represents practitioners' best thinking related to what comprises successful strategies, rather than focusing on compliance and minimum standards. It is intended as a self-assessment tool for district staff and state-approved supplemental educational services providers, with an emphasis on planning and program improvement. |
| Claims of Effectiveness: The Bureau of Public School Options of the Florida Department of Education with assistance from the NCLB Public School Choice Advisory Panel, developed the general framework and identified the indicators of promising practices as identified as lessons learned by the Advisory Panel. The authors state that the indicators "appear to be effective practices" but no research methodology or evidence is included. |
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| Strengthening the Statewide System of Support: A Manual for the Comprehensive Center and State Education Agency |
| URL: HTTP://WWW.CENTERII.ORG/TECHASSIST/SUPPORT/RESOURCES/MANUAL%20FOR%2... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: This technical assistance manual is a companion to the Handbook on Statewide Systems of Support. These two documents enable a state education agency (SEA), with technical assistance from a Comprehensive Center, to self-assess its system of support and plan for its improvement. This self-assessment process is not a compliance monitoring tool, a rating system, or a means of comparing one state's system with another's. The sole purpose of Strengthening the Statewide System of Support is to facilitate technical assistance from a Comprehensive Center to guide a team from the SEA in fully describing the statewide system of support, viewing that description within a framework, determining ways to strengthen the system, and developing a plan for improvement. |
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| Claims of Effectiveness: This report derives from the evidence review and conceptual framework for a statewide system of support included in the Handbook on Statewide Systems of Support. |
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| The Turnaround Challenge |
| URL: HTTP://WWW.MASSINSIGHT.ORG/MICONTENT/TRNRESOURCES.ASPX |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Mass Insight Education and Research Institute |
| Abstract: This report provides a flexible framework for how states and districts can reverse the downward slide of their worst schools within a relatively short time frame. The framework envisions states and districts forming small, specialized units to supervise and coordinate the work of locally-based turnaround specialists, who would partner with a range of providers to supply services to schools. The specialized units would be given enough freedom and authority by the state and district to respond swiftly to school needs. Recommendations are based on practices shared by high-poverty, high-performing schools. The report was underwritten by grants from the Gates Foundation. |
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| Claims of Effectiveness: This report presents a framework for states to turn around under-performing public schools based on the research conducted by the Mass Insight researchers over the past ten years. Research methods included a literature analysis of more than 300 resources, individual and group interviews with practitioners, researchers, policymakers, and reform experts in more than a dozen states, and extensive interviews with directors of school intervention in six major urban districts and with 50 school organizations. Currently there is no single state that has implemented all of the elements of the turnaround framework and therefore no claims of effectiveness are made at this time. The framework is intended to jumpstart informed discussion and action around the importance of school turnaround. |
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| Teacher Salary Bonuses in North Carolina (2008) |
| URL: HTTP://WWW.PERFORMANCEINCENTIVES.ORG/NEWS__EVENTS/DETAIL.ASP?PAGEAC... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: National Center on Performance Incentives |
| Abstract: From the Abstract: "Since the 1996/97 school year, the state of North Carolina has awarded bonuses of up to $1,500 to teachers in schools that exhibit test score gains above certain thresholds. This article reviews the details of the bonus program, describes patterns of differences between schools that qualify for bonuses of differing amounts, and presents basic data to address the question of whether the bonus program has improved student achievement." The findings of this research were presented at a national conference in Nashville, Tennessee, on February 28-29, 2008. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
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| The Center for Data-Driven Reform in Education (CDDRE) |
| URL: HTTP://WWW.CDDRE.ORG/ |
| Format: URL |
| Focus Area: School/District improvement |
| Provider: Center for Data-Driven Reform in Education (CDDRE) |
| Abstract: CDDRE at Johns Hopkins University started its work in 2004 under a $10 million grant from the U.S. Department of Education's Institute for Education Sciences to create a research center focused on helping low-performing schools meet their states' academic performance standards. The focus of CDDRE is on low-achieving elementary and middle schools, especially those failing to meet adequate yearly progress (AYP) goals under No Child Left Behind (NCLB). Services include district consulting and coaching, and capacity building of state department staff. |
| read more > |
| Claims of Effectiveness: Informational in nature. |
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| Tennessee Exemplary Educator (EE) Program |
| URL: HTTP://WWW.STATE.TN.US/EDUCATION/ACCOUNTABILITY/EXEMPLARYEDUCATOR.S... |
| Format: URL |
| Focus Area: School/District improvement, Accountability |
| Provider: Tennessee Department of Education |
| Abstract: The Tennessee Exemplary Educators Program provides assistance to Tennessee's High Priority schools. Exemplary Educators assist High Priority schools by modeling innovative teaching strategies, serving as mentors to principals and teachers, analyzing student performance data, connecting with professional development providers, and building capacity for continuous school improvement. Since 2001, approximately 300 high priority schools and 26 high priority districts have been served by EEs whose goals include building capacity in core areas associated with improved performance and student achievement. |
| read more > |
| Claims of Effectiveness: The Tennessee Exemplary Educators Program, developed through a partnership between the Tennessee Department of Education and Edvantia, has received a Top 50 Innovations in American Government Award from Harvard University and a SCORE (State Collaborative on Reforming Education) Promising Practice. |
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| The School Improvement Initiative |
| URL: HTTP://WWW.CCSSO.ORG/PROJECTS/SCHOOL_IMPROVEMENT_INITIATIVE/ |
| Format: URL |
| Focus Area: Achievement gap, School/District improvement |
| Provider: Council of Chief State School Officers (CCSSO) |
| Abstract: This project of the Council of Chief State School Officers (CCSSO) formerly called the High-Poverty Schools Initiative, is comprised of projects aimed at increasing the capacity of state education agencies to work with local districts toward improving student performance in high-poverty schools. Together, these projects provide opportunities for state, district, and school administrators to understand the challenges that can undermine student achievement in high-poverty schools and strategies for transforming low-performing schools into high-performing campuses. |
| Claims of Effectiveness: Provides information about initiative and various programs but does not offer any research base or make any claims of effectiveness. |
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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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| 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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| Inside the Black Box of High-Performing, High Poverty Schools |
| URL: HTTP://PRICHARDCOMMITTEE.ORG/PORTALS/1059/PUBLICATIONS/INSIDE%20THE... |
| Format: PDF, URL |
| Focus Area: Achievement gap, School/District improvement |
| Provider: Prichard Committee for Academic Excellence |
| Abstract: The results of a study of eight high-performing, high-poverty elementary schools in Kentucky are reported. The schools underwent an audit using the state's audit tool, and results were compared with eight demographically similar low-performing schools that had also been through a state audit. Characteristics of the high-performing schools are identified, as well as information on how they differed from low-performing, high poverty schools. |
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| Claims of Effectiveness: This study, conducted by the Prichard Committee for Academic Excellence, looks at a group of eight high-poverty, high-performing elementary schools in Kentucky. A scholastic audit was used as the centerpiece of the research design and included a six-member team that spent a week on site interviewing teachers and administrators, and numerous parents and students. The team conducted classroom observations and reviewed school documents that included test scores, school improvement plans, school policies, teacher lesson plans, and student work samples. The eight study schools were matched on several demographic factors with eight low-performing, high-poverty schools that had previously been audited. A statistical analysis was performed using data from the audit reports and comparisons were made to identify statistically significant differences in the audit results for the types of school. |
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| Kentucky's Highly Skilled Educator Program |
| URL: HTTP://WWW.KDE.STATE.KY.US/KDE/ADMINISTRATIVE+RESOURCES/SCHOOL+IMPR... |
| Format: Print, URL |
| Focus Area: School/District improvement |
| Provider: Kentucky Department of Education (KDE) |
| Abstract: The Highly Skilled Educator (HSE) program was created by the Kentucky Education Reform Act of 1990 to provide support to schools with declining test scores. It was designed as a means to reward outstanding teachers and administrators with recognition for excellence, a salary incentive, and an opportunity to assist other teachers, administrators, and schools. Applicants participate in a rigorous application and training process. The current focus of the program is to provide assistance to low-performing schools. |
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| Claims of Effectiveness: A study completed by the Partnership for Kentucky Schools titled Improving Low-Performing Schools: A Study of Kentucky's Highly Skilled Educators Program, drew several conclusions about the impact and effectiveness of the Highly Skilled Educators Program. Their data found impact in four critical areas: Curriculum and Instruction, Professional Development, Leadership, School Organization, and Morale, and Test Scores. |
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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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| The Role of Districts in Fostering Instructional Improvement: Lessons from Three Urban Districts Partnered with the Institute for Learning |
| URL: HTTP://WWW.RAND.ORG/PUBS/RESEARCH_BRIEFS/RB9142/ |
| Format: PDF, URL |
| Focus Area: School/District improvement, Leadership |
| Provider: RAND Corporation |
| Abstract: This monograph presents the findings from a 3-year case study that focused on analyzing three districts' efforts to meet the challenges of high-stakes accountability brought on by NCLB. The study sought to assess the contribution made by the Institute for Learning (IFL) as a partner with the districts. Districts' improvement efforts focused on the following areas: promoting the instructional leadership of principals; supporting the professional learning of teachers, especially school-based coaching; specifying curriculum; and promoting data-based decision making for planning and instructional improvement. |
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| Claims of Effectiveness: A three-year comparative case study design with mixed methods was used to study three urban districts' efforts to meet the challenges of high stakes accountability. Districts were selected based on their working experience with the Institute for Learning (IFL) and for variation in district size, union environment, and state context. Data were collected through extensive field interviews and focus groups, surveys of elementary, middle, and high school principals and teachers, district and IFL documents, and from demographic and student achievement databases. This study offers policymakers, administrators, and funders important insights about how to improve teaching and learning in urban districts. |
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| Achieving Graduation for All: A Governor's Guide to Dropout Prevention and Recovery (2009) |
| URL: HTTP://WWW.NGA.ORG/FILES/PDF/ 0910ACHIEVINGGRADUATION.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement, High school |
| Provider: National Governors Association |
| Abstract: Achieving Graduation for All identifies causes of the nation's high school drop-out problem and recommends actions that governors should take to address the alarming rate at which U.S. students are dropping out of high school. Recommended actions include promoting high school graduation for all; targeting at-risk youth; reengaging youth who have dropped out; and providing rigorous, relevant options for earning a high school diploma. Specific suggestions such as raising the compulsory age of attendance to 18 and establishing reentry programs for juvenile offenders are contained within the report. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| Advancing High School Reform in the States: Policies and Programs (2005) |
| URL: HTTP://WWW.NGA.ORG/FILES/PDF/ 0910ACHIEVINGGRADUATION.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement, High school |
| Provider: National Association of Secondary School Principals |
| Abstract: To assist state and federal governments in developing policies and programs to build the capacity of high schools to improve teaching and learning, this article from NASSP recommends eight federal legislative initiatives for high school reform: increased rigor, personalized instruction, targeted strategies to support low-performing students, the improvement of reading and writing literacy, multiple assessments aligned with state standards, high-quality leadership and the strategic use of data, highly qualified teachers, and technical assistance for high schools identified "in need of improvement." |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| Beyond Restructuring: Ohio Retools State Support for High-Need Districts Through Differentiated Accountability (2009) |
| URL: HTTP://WWW.CEP-DC.ORG/DOCUMENT/DOCWINDOW.CFM?FUSEACTION=DOCUMENT.VI... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Education Policy |
| Abstract: Ohio participated in the NCLB differentiated accountability pilot program in 2008–2009. This report describes Ohio's efforts to assist schools by using a growth model. Schools could count students who fell short of the AYP targets as having met the targets if they made significant gains. Included in the report are key findings, sources of funding for restructuring, common themes from districts and schools, and initiatives in four cities: Cincinnati, Cleveland, Mansfield, and Mount Vernon. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report but the findings indicate the growth model has substantially reduced the number of schools that would otherwise have been identified for NCLB improvement, thus reducing the number of schools requiring technical assistance from the state, as mandated by NCLB. |
| How to read this information > |
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| Breaking the Habit of Low Performance: Successful School Restructuring Stories (2009) |
| URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/BREAKING_THE_HABIT_OF_LOW_... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center for Innovation and Improvement |
| Abstract: Public Impact, working on behalf of the Center on Innovation & Improvement, examined five schools that successfully restructured: Cobb Elementary, Anniston, AL; Holabird Academy, Baltimore, MD; Box Elder 7-8, Box Elder, MT; MacArthur Middle, Berkeley, IL; and Westwood High, Memphis, TN. This report discusses how these schools with long histories of low performance successfully broke the habit of poor performance and radically improved outcomes for students. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| Building Systems of Support for Classroom Teachers Working with Second Language Learners: A Report Prepared for The Center for Strengthening the Teaching Profession (2009) |
| URL: HTTP://DEPTS.WASHINGTON.EDU/CTPMAIL/PDFS/ELLSTUDY-JULY2009.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement, English language learners |
| Provider: Center for Strengthening the Teaching Profession |
| Abstract: This study examines key elements of the systems of support (state, district, and school) for teachers working with ELL students. Four areas were identified as having a positive impact on teachers working effectively with ELL students: professional learning opportunities, staff support, collegial community and collaboration in the school, and access to appropriate curriculum and materials for second-language learners. Playing a critical role in creating and sustaining systems of support are leaders both at the school and district levels. Sections on school and district efforts to leverage resources and build community relationships as well as implications for policymakers are included. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report but the study finds that high-quality instruction for ELL students can take place when state, district, and school leaders create environments to support the work and learning of teachers to address the needs of ELL students. |
| How to read this information > |
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| Considering School Turnarounds: Market Research and Analysis (2007) |
| URL: HTTP://WWW.NEWSCHOOLS.ORG/FILES/CONSIDERINGSCHOOLTURNAROUNDS_0.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Mass Insight Education and Research Institute |
| Abstract: With support from the Bill and Melinda Gates Foundation, Mass Insight Research found that traditional methods of school improvement had been generally unsuccessful. As a result, this study looked at more than 250 schools in six cities (Los Angeles, DC, Oakland, Chicago, New York, and Philadelphia) and the need for school support organizations (SSOs) and/or school management organizations (SMOs) to provide support for restructuring or technical assistance. The study examined 47 providers who had varying levels of interest in providing support to the failing schools and who regarded several kinds of autonomy as essential to successful school turnaround: staffing, programmatic controls, school choice, and financial autonomy. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this study. |
| How to read this information > |
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| Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking (2009) |
| URL: HTTP://NSBA.ORG/SITE/DOCS/41400/41340.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: National School Board Association (NSBA) |
| Abstract: With the report that 9- to 17-year-olds spend almost as much time using social networking and Web sites as they spend watching television--96% with online access reporting that they use social networking (chatting, text messaging, blogging, online communities, etc.)—district leaders and parents are trying to find positive ways to use social networking in education. By including data in narrative format, this report draws several conclusions about the current use of social networking and offers suggestions for policymakers concerning its use in schools. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this study. |
| How to read this information > |
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| Evaluating the Statewide System of Support With Rubrics, Explanations, and Exemplars (2009) |
| URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/EVALUATING_THE_SSOS.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: From the Introduction: "To assist with evaluation, formative and summative, internal and external, the Center on Innovation & Improvement (CII) offers this guide, based on rubrics aligned with the framework presented in CII's Handbook on Statewide Systems of Support (Redding & Walberg, 2008)." The guide offers rubrics and graphic representations of support levels for schools in four classifications: (1) continuously improving, (2) in need of rapid improvement, (3) in need of turnaround, and (4) candidate for closure. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this study. |
| How to read this information > |
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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. |
| How to read this information > |
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| Guide to Working With External Providers (2004) |
| URL: HTTP://WWW.CENTERFORCSRI.ORG/PUBS/EXTERNALPROVIDERS.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Learning Point Associates |
| Abstract: Based on research and field experiences related to how schools and districts can work with external providers, this document contains five sections: (1) how to put together a selection team and write a request for proposal (RFP); (2) select a provider; (3) negotiate a contract; (4) work as partners to create implementation and evaluation plans; and (5) determine contract length and make provisions for termination, if necessary. Also included is a toolkit section with worksheets, questionnaires, and evaluation instruments. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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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. |
| How to read this information > |
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| Instruction and Learning Appraisal |
| URL: HTTP://WWW.EDVANTIA.ORG/PDTA/INDEX.CFM?&T=PDTA&C=ILA |
| Format: Print, URL |
| Focus Area: School/District improvement |
| Provider: Edvantia |
| Abstract: This service, available for purchase from Edvantia, provides an objective appraisal of a school or district and a baseline report against which continuous improvement can be measured. During an ILA, Edvantia staff conduct structured interviews with school or district leaders, teachers, and students; observe classrooms to obtain snapshots of instruction; review key documents; analyze data; prepare a baseline report of findings and recommendations; and hold a debriefing sessions with school or district leaders about the report and findings. |
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| Claims of Effectiveness: The ILA process includes structured interviews, classroom observations, and document review. The ILA process is based on factors identified as important to high-performing schools in more than three decades of education research. The ILA provides a baseline report of findings, including recommendations and resources, that schools and districts can use as a guide in improvement planning and assessing continuous improvement. |
| How to read this information > |
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| Leaders and Laggards: A State-by-State Report Card on Educational Innovation (n.d.) |
| URL: HTTP://WWW.USCHAMBER.COM/REPORTCARD/DEFAULT |
| Format: URL |
| Focus Area: School/District improvement |
| Provider: U.S. Chamber of Commerce |
| Abstract: This website provides several resources: (1) a full document on educational innovation state-by-state with an overview that emphasizes the need for far-reaching innovation, a focus on eight areas from school management to staffing, major findings from the research, and recommendations; (2) state profiles; (3) methodology and data; and (4) frequently asked questions (FAQs). |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information. |
| How to read this information > |
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| Research Findings to Support Effective Educational Policymaking: Evidence & Action Steps for State, District & Local Policymakers (2009) |
| URL: HTTP://WWW.WALLACEFOUNDATION.ORG/KNOWLEDGECENTER/KNOWLEDGETOPICS/CU... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: The Wallace Foundation |
| Abstract: This report offers research findings and action steps drawn from policies and practices that have been critical to successful education reforms at the state, district, and local levels. Five areas of focus were selected: (1) coordinating state, city, and district policies; (2) the role of district leaders in turning around low-performing schools; (3) the role of the principal in turning around low-performing schools; (4) preparing and developing effective school leaders; and (5) expanding opportunities for out-of-school learning. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| School Restructuring: What Works When? A Guide for Education Leaders (2009) |
| URL: HTTP://WWW.CENTERFORCSRI.ORG/FILES/SCHOOL_RESTRUCTURING_GUIDE.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center for Comprehensive Reform and Improvement |
| Abstract: The stated purpose of this guide in the Introduction is "to help chronically struggling schools restructure." Three options are discussed in the guide: reopening as a charter school, turnarounds with new leaders and staff, and contracting with external education management providers. Chapter 6 addresses state takeovers but in the context of "helping districts determine whether they have the capacity to manage the restructuring decision process." At the end of each chapter is a tool section that can help groups self-assess current capabilities and actions as well as plan next steps. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this information but suggestions from research and practice are offered, along with self-assessment tools for the diagnosis of present situations and planning for future action. |
| How to read this information > |
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| Standards in Practice: An Instructional Gap Analysis (2007) |
| URL: HTTP://WWW.EDTRUST.ORG/SITES/EDTRUST.CIVICACTIONS.NET/FILES/PUBLICA... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Education Trust |
| Abstract: Standards in Practice (SIP) consists of a two-day workshop and follow-up school-based meetings to assist teachers in examining standards-based assignments. Included in the tool are research-based support, an outline of the SIP models, case studies and applications, levels of implementation rubric, handouts, and frequently asked questions (FAQs). |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this professional development but the information is based on the author's expert opinion and years of experience. |
| How to read this information > |
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| State and Local Implementation of the No Child Left Behind Act: Volume I--Title I School Choice, Supplemental Educational Services, and Student Achievement (2007) |
| URL: HTTP://WWW.ED.GOV/RSCHSTAT/EVAL/CHOICE/IMPLEMENTATION/ACHIEVEMENTAN... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: U.S. Department of Education |
| Abstract: This report focuses on two aims of the federal government to provide educational options to parents whose children attend Title I schools identified for improvement, corrective action, or restructuring because the schools have not made adequate yearly progress (AYP) for 2 years: (1) the opportunity for parents to transfer their children to another district school that has not been identified, and (2) the opportunity to enroll students in supplemental educational services such as tutoring, remediation, or other academic instruction. Discussed in the report are (1) participation rates by grade level and student characteristics, (2) prior achievement levels for participating students, (3) characteristics of chosen schools, and (4) the impact of Title I supplemental services and school choice on student achievement. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| State Strategies for Turning Around Low-Performing Schools and Districts: A Study Guide for Policymakers Based on a Symposium for State Board Chairs and Chief State School Officers (2009) |
| URL: HTTP://WWW.WALLACEFOUNDATION.ORG/KNOWLEDGECENTER/KNOWLEDGETOPICS/CU... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: National Association of State Boards of Education |
| Abstract: From the Summary: "Despite decades of reform, states continue to struggle with how best to assist failing schools and districts. This policy update by the National Association of State Boards of Education offers ways for state education leaders to frame a coherent state response." The brief summarizes a March 2009 conference hosted by NASBE and the Council of Chief State School Officers. It includes a summary of a panel discussion on recent turn-around efforts in Massachusetts and Maryland, moderated by Richard Laine, Wallace’s director of education programs. Included in the brief are key characteristics of high-performing, high-poverty schools; questions for state leaders; and seven guiding principles developed by educators and other stakeholders in Washington State. |
| Rating: |
| Claims of Effectiveness: No claims of effectiveness pertain to this brief. |
| How to read this information > |
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| State Systems of Support Under NCLB: Design Components and Quality Considerations (2008) |
| URL: HTTP://WWW.AIR.ORG/NEWS/DOCUMENTS/RESEARCH%20BRIEF%20II-STATE%20SYS... |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: American Institutes for Research (AIR) |
| Abstract: Based on the requirement that state systems must support schools identified for improvement under No Child Left Behind (NCLB), the authors present data from a national survey of state administrators to describe trends in the mandate. Because many officials believe that failing schools lack the internal capacity and the will to improve, this brief outlines systems of support, strategies, and activities that stakeholders can implement to improve student performance. Included in the report are eight indicators of quality that policymakers and state officials can consider in the design and implementation of State Systems of Support. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| Surveys of Enacted Curriculum |
| URL: HTTP://WWW.CCSSO.ORG/PROJECTS/SURVEYS_OF_ENACTED_CURRICULUM/ |
| Format: URL |
| Focus Area: School/District improvement, Science, Mathematics, Curriculum and Instruction, Accountability |
| Provider: Council of Chief State School Officers (CCSSO) |
| Abstract: The Surveys of Enacted Curriculum (SEC) are a set of data collection tools available to states that join the Council for Chief State School Officers (CCSSO) SEC Collaborative--or available for purchase from the CCSSO's partner institution, the Wisconsin Center for Education Research. The SECs are used with teachers of Mathematics, Science and English Language Arts (K-12) to collect and report consistent data on current instructional practices and content being taught in classrooms. The resulting data analyze the degree of alignment between current instruction and state standards and assessments. Teachers complete the Survey questions through an online, web-based system. |
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| Claims of Effectiveness: According to the website, the Surveys have been field tested in hundreds of schools and classrooms and a high level of reliability has been found in test-retest statistical analyses and inter-rater reliability analyses of alignment content scoring. |
| How to read this information > |
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| Tough Decisions: Closing Persistently Low-Performing Schools (2009) |
| URL: HTTP://WWW.CENTERII.ORG/SURVEY/DOWNLOADS/TOUGH_DECISIONS.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: Center on Innovation and Improvement (CII) |
| Abstract: As states become increasingly aware of options under No Child Left Behind, they want to know more about the option of closing schools. This report describes why and how four urban districts—Denver Public Schools, Chicago Public Schools, Hartford Public Schools, and Pittsburgh Public Schools—closed schools for low performance. Two closure strategies are discussed: (1) closing and dispersing students to other school; and (2) closing schools and reopening under new leadership and staff, a process called "starting fresh." The report, written for state and district officials, is designed to help those who are contemplating school closure with real-case scenarios of districts who have done so. A section and a chart outlining the implications of school closure should prove helpful to organizations considering which action steps to take and what should be done to communicate the plan to all stakeholders. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report. |
| How to read this information > |
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| Turning Around Chronically Low-Performing Schools: A Practice Guide |
| URL: HTTP://IES.ED.GOV/NCEE/WWC/PUBLICATIONS/PRACTICEGUIDES/INDEX.ASP |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: U.S. Department of Education |
| Abstract: This practice guide offers specific, evidence-based recommendations to district and school administrators who wish to quickly and dramatically improve student achievement in low-performing schools. The practice guide shares four key recommendations: (1) Signal the need for dramatic change with strong leadership; (2) Maintain a consistent focus on improving instruction; (3) Make visible improvements early in the school turnaround process (quick wins); and (4) Build a committed staff. Each recommendation includes a summary of the evidence, guidelines for carrying out the recommendation, and potential roadblocks and solutions. |
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| Claims of Effectiveness: No claims of effectiveness are made, but the authors have expertise in various dimensions of this topic. The evidence considered in developing the guide ranged from expert analyses of turnaround practices to case studies of effective schools and correlations and longitudinal studies of patterns of school improvement. All recommendations had to rely on low levels of evidence because the authors found no studies that fit the IES standards of high-quality experimental and quasi-experimental standards. |
| How to read this information > |
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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. |
Rating:  |
| 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. |
| How to read this information > |
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| Why Rural Matters 2009 |
| URL: HTTP://FILES.RURALEDU.ORG/WRM09/WRM09.PDF |
| Format: PDF, URL |
| Focus Area: School/District improvement |
| Provider: The Rural School and Community Trust |
| Abstract: The fifth in a series of biennial reports analyzing the contexts and conditions of rural education in each of the 50 states, this report calls on policymakers to address rural education in their states and across state lines. The intent is (1) to provide information to highlight the priorities of rural public schools and their communities, and (2) to help policymakers better understand the challenges of these communities. Included on the Web site are the Complete Report, the Introduction, and the Complete Narrative. A section in the Complete Narrative describes a regional approach to rural school improvement in high-poverty districts, with a look at an interstate cooperative approach. |
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| Claims of Effectiveness: No claims of effectiveness pertain to this report, but the data were compiled from information maintained by the National Center for Education Statistics and the U.S. Census Bureau; findings are based on those data. |
| How to read this information > |
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