Download or read book Preserving A Critical National Asset written by Education Dept (U S ) and published by Government Printing Office. This book was released on 2008-11 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: NOTE: NO FURTHER DISCOUNT FOR THIS PRINT PRODUCT-OVERSTOCK SALE -- Significantly reduced list price while supplies last Report of the White House Domestic Policy Council concerning the limiting of education options available to low-income urban families due the the rapid disappearance of faith-based schools in America's cities.

Download or read book School Turnaround Policies and Practices in the US written by Joseph F. Murphy and published by Springer. This book was released on 2018-12-12 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Contemporary Challenges Confronting School Leaders written by Michael DiPaola and published by IAP. This book was released on 2012-09-01 with total page 256 pages. Available in PDF, EPUB and Kindle. Book excerpt: Contemporary Challenges Confronting School Leaders is the eleventh in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Consequently, the chapters include analyses that investigate relationships between school organizations and administrative practice that affect teacher and student effectiveness. This edition is organized around concepts that are significant to contemporary school leaders: student achievement and variables that contribute to it or influence achievement indirectly.

Download or read book America s Competiveness sic Through High School Reform written by United States. Congress. House. Committee on Education and Labor and published by . This book was released on 2009 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Turning Around Low Performing Schools in Chicago written by Marisa De la Torre and published by . This book was released on 2012-02-05 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report finds that four years after undergoing dramatic reform efforts such as turnaround, very low-performing elementary schools in Chicago closed the gap in test scores with the system average by almost half in reading and two-thirds in math. The improvements took time to develop; test scores were not significantly better in the first year of reform, but grew larger over time. The study examined five different reform models initiated by the Chicago Public Schools (CPS) in 36 elementary and high schools identified as chronically low performing. The five reform models were: Reconstitution; School Closure and Restart; School Turnaround Specialist Program; Academy for Urban School Leadership; and Office of School Improvement. Each is consistent with one of the four improvement models recommended by the federal government (turnaround, transformation, restart, and school closure). Despite the attention and activity surrounding the models, there is a lack of research on whether or how they work. To begin to address this knowledge gap, CCSR and AIR partnered to examine dramatic interventions in Chicago, an early adopter of such reforms. The report also finds high schools that underwent reform did not show significant improvements in absences or ninth grade on-track-to-graduate rates over matched comparison schools, however recent high school efforts look more promising than earlier ones. Changes in student populations varied across reform models. Schools that underwent these reforms and remained neighborhood schools generally served the same students, and the same types of students, as before intervention. Schools that were closed and replaced with charter or contract schools generally served more advantaged students after intervention. The teacher workforce after intervention across all models was more likely to be white, younger, and less experienced.

Download or read book Enduring Myths That Inhibit School Turnaround written by Coby V. Meyers and published by IAP. This book was released on 2017-05-01 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.

Download or read book Congressional Record written by United States. Congress and published by . This book was released on 2011 with total page 1878 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Complex Web of Inequality in North American Schools written by Gilberto Q. Conchas and published by Routledge. This book was released on 2019-08-22 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Complex Web of Inequality in North American Schools analyzes and challenges the critical gaps and inequalities that persist in the American school system. Showing how historical biases have been inherited in current polices relating to non-dominant youth, the text calls for educational reforms that perform in the name of social justice. This edited collection carefully interrogates how technocratic educational policies and reforms are often unequipped to address the interplay of political, social, economic, ideological factors that are at the roots of educational injustice. Considering the most vulnerable student populations, original case studies explore how inadequate structures, practices, and beliefs have increased marginalization, and highlight those instances in which policy has proved effective in reducing opportunity gaps between economically rich and poor students; between white, Asian, Black and Latino youth; between native English speakers and second language learners; highlighting racial integration and unequal American Indian education; and for students with special educational needs. The insights into such policies shed light on the complex web of historically embedded inequities that continue to shape the construction, roll-out, and consequences of education policy for the most marginalized youth populations today. This volume will be of interest to graduate, and postgraduate students, researchers and academics in the fields of education policy, sociology of education, economics of education, and history of education, and well as policy evaluation.

Download or read book The Children Left Behind written by Daniel L. Duke and published by Rowman & Littlefield. This book was released on 2016-04-06 with total page 223 pages. Available in PDF, EPUB and Kindle. Book excerpt: Between 2002 and 2016, the federal government, state governments, and school districts undertook unprecedented measures to improve the lowest-performing schools. This book draws on dozens of actual examples to illustrate the wide range of interventions adopted over this time period. Among the initiatives examined in depth are efforts by states to provide technical assistance to schools and districts, offer students educational choices, engage communities in school improvement, take over low-performing schools and districts, create special state-run school districts, and close failing schools. Also discussed are district-initiated measures, including programs to standardize instruction, innovative approaches to raising student achievement, and restructuring of district operations. The book concludes with an assessment of 15 years of turnaround initiatives and recommendations based on lessons learned over this time period.

Download or read book Opportunity and Performance written by Sam Redding and published by IAP. This book was released on 2021-07-01 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning points—judicial, legislative, and regulatory—on the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approach—from the statehouse to the classroom—for providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other. Press Relaease Redding, S. (Ed.). (2021). Opportunity and performance: Equity for children from poverty. Information Age. Copyright: Academic Development Institute • historical and legislative background for understanding current situation • analysis of poverty’s impact on learning from multiple perspectives • likely effects of COVID pandemic on learning and what to do about it • proximal (classroom) and distal (system) levers for change • actionable steps for teachers, schools, districts, states • what can be done to disrupt poverty’s impact on learning, "right here, right now” • disproportionately positive effects (DPEs) of high-impact strategies • goalposts for measurement of progress by schools, districts, states • glossary of terms and discussion prompts Last year, 2021, saw a host of books and articles addressing aspects of “equity,” some mounting the bandwagon of advocacy and some arguing what the term itself actually means. But where were the clear-eyed analyses and practical solutions for educators? After more than a year of focused attention to equity by five education scholars, their book, Opportunity & Performance, entered this stream of publications. The team is associated with the Academic Development Institute and their collaboration was supported by the National Comprehensive Center. This book is unique and distinct from others in several ways. First, the authors agreed early on to put boundaries around a topic that could otherwise run loose with ambiguity. As they were all educators, the book would focus on equity in education. As equity could be viewed from the perspective of a variety of groups that seek it—racial and ethnic groups, children with disabilities, and English learners prominent among them—the team of authors chose to devote the book to the one historically underserved group that most pervasively suffers in terms of academic achievement and that includes the other groups. That group is children from poverty. The five authors are not only researchers, their careers bristle with experience in schools and agencies that work with schools. From different disciplinary fields within education, they have all created and implemented strategies to improve learning and to measure that improvement. The authors were determined to logically and persuasively link their conclusions from the research on poverty, on learning, and on the nexus of the two. They wanted the book to be useful. They sought a respectful tone that would encourage common ground and constructive action to open doors of opportunity and achieve greater learning for students from impoverished environments. The book’s authors and external advisors brought to the work a diversity of professional background and expertise on historically underserved students, children from poverty, effective instruction, systems change, and methods for evaluating progress. Equity of opportunity: Each student—despite family income, race, ethnicity, gender, language, or disability—has the opportunity to attend schools, access courses and programs, and be taught by teachers that meet standards of quality on a par with schools attended by their peers. Equity of performance: The schools, courses, programs, and teachers that serve students from historically underserved groups reorient their curriculum, instruction, and support services to ameliorate disadvantages these students may disproportionately bear, optimizing learning results for these students. The Book's Authors Linda Cavazos, Ph.D., is a researcher and technical assistance provider with more than 25 years of experience in education supporting the needs of culturally and linguistically diverse learners and directing projects in the areas of equity, diversity, inclusion, literacy, and cultural and linguistic competence, responsiveness, and sustainability. Allison Layland, Ph.D., is the Chief Education Strategist for the Academic Development Institute (ADI) with projects in several regional centers. She has con¬sulted with 11 state education agencies on effective implementation of the Individuals with Disabilities Education Act and has more than 20 years of teaching and leadership experience in general and special education at the school, district, and state levels. Sam Redding, Ed.D., is Chief Learning Scientist and a consultant to three regional centers. Dr. Redding also served as the Associate Director of the Center on School Turnaround (WestEd) and as Senior Learning Specialist for the Center on Innovations in Learning (Temple University), and Director of the Center on Innovation & Improvement. As a Senior Research Associate at the Laboratory for Student Success, he headed the Lab’s research and implementation of comprehensive school reform. Janet S. Twyman, Ph.D., BCBA, LBA, Dr. Twyman is a consultant for the Academic Development Institute. Throughout her career as a preschool and elementary teacher, school principal and administrator, university professor, instructional designer, distance learning architect, and educational consultant, Dr. Twyman has been a proponent of effective learning tech¬nologies that produce individual and system change. She has presented to and worked with education systems, organizations, and institutions in over 50 states and countries, including speaking about technologies for diverse learners and settings at the United Nations. Bi Vuong, MPA, is the Managing Director, Education Practice with Project Evident. Before joining Project Evident, Bi was the Director of Proving Ground at the Center for Education Policy Research at Harvard University. She also launched the National Center for Rural Education Research Network. Prior to Proving Ground, she served as the Deputy Chief Financial Officer for the School District of Philadelphia. Bi serves as a consultant for the Academic Development Institute with project assignments for several regional centers. The Book’s External Advisors Patricia Edwards, Ph.D. is professor of language and literacy at Michigan State University, a member of the Reading Hall of Fame, with research and publications on multicultural literacy, parent involvement, and related topics, especially among poor and minority children. Sheneka Williams, Ph.D. is professor and chairperson of the Department of Educational Administration at Michigan State University with a outstanding body of research on educational opportunity for African American students. T. V. (Joe) Layng, Ph.D. is a behavioral scientist with a distinguished career in research and practice, advancing learning through effective instruction for diverse students; Dr. Layng’s work focuses on the integration of technology with instructional design and systemic behavior interventions. Contact: Dr. Sam Redding at [email protected]

Download or read book The National Road and the Difficult Path to Sustainable National Investment written by Theodore Sky and published by University of Delaware. This book was released on 2011-07-16 with total page 309 pages. Available in PDF, EPUB and Kindle. Book excerpt: The National Road is a comprehensive history of the first federally financed interstate highway, an approximately 600-mile span that joined Maryland, Pennsylvania, West Virginia, Ohio, Indiana, and Illinois in the nineteenth century. This book covers the road's contribution to the cultural, economic, and administrative history of the United States, its decline during the second half of the nineteenth century, and its revival in the twentieth century in the form of U.S. Route 40. The story of the National Road embraces an account of its building, its constitutional significance, the unique culture that it represented, the movements and trends that transpired across its route, and the symbolic value that it held, and continues to hold, for the American people. Beyond its status as an American heritage symbol, it serves as a forceful reminder that the United States must continue to pursue the goal of sustainable national investment that began with the National Road and comparable projects during the early republic.

Download or read book Critical Leadership Praxis for Educational and Social Change written by Katie Pak and published by Teachers College Press. This book was released on 2021 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Educational leaders confront instances of inequity every day, whether they are aware of it or not. Many find themselves inadequately reacting to such issues due in part to traditional preparation programs that fail to interrogate the existence and impact of systems of oppression. Why is naming and tackling inequity not at the forefront of every conversation about educational leadership? How do our social constructions of identity hierarchies and deficits (mis)shape what leaders think and do? How do leaders advocate for those who need and deserve advocacy? This volume considers these questions and more by offering unique leadership frameworks that integrate critical theories for social change with everyday practice. By bringing together diverse researchers, practitioners, and policymakers who are often pushed to the margins, this volume will help today’s leaders see with new eyes and gain the critical tools, language, and concepts for equity leadership. The text is organized into four sections: Transforming Self, Transforming Educators, Transforming Organizations, and Transforming Systems. Book Features: Interrupts prevailing practices and advocates for a more inclusive, intersectional vision of leaders and the field of educational leadership.Specific and useful frames, concepts, and practices that leaders can adapt to their own context.Authors that reflect diverse perspectives with wide-ranging identities who intentionally push back against the White male-dominated discourse. A practitioner-friendly format that includes glossaries of terms and resources. Insights that reflect the worldwide pandemic crises of 2020.

Download or read book JSL Vol 28 N1 written by JOURNAL OF SCHOOL LEADERSHIP and published by Rowman & Littlefield. This book was released on 2018-03-06 with total page 143 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Journal of School Leadership is broadening the conversation about schools and leadership and is currently accepting manuscripts. We welcome manuscripts based on cutting-edge research from a wide variety of theoretical perspectives and methodological orientations. The editorial team is particularly interested in working with international authors, authors from traditionally marginalized populations, and in work that is relevant to practitioners around the world. Growing numbers of educators and professors look to the six bimonthly issues to: deal with problems directly related to contemporary school leadership practice teach courses on school leadership and policy use as a quality reference in writing articles about school leadership and improvement.

Download or read book Handbook of Education Politics and Policy written by Bruce S. Cooper and published by Routledge. This book was released on 2014-11-10 with total page 459 pages. Available in PDF, EPUB and Kindle. Book excerpt: This revised edition of the Handbook of Education Politics and Policy presents the latest research and theory on the most important topics within the field of the politics of education. Well-known scholars in the fields of school leadership, politics, policy, law, finance, and educational reform examine the institutional backdrop to our educational system, the political behaviors and cultural influences operating within schools, and the ideological and philosophical positions that frame discussions of educational equity and reform. In its second edition, this comprehensive handbook has been updated to capture recent developments in the politics of education, including Race to the Top and the Common Core State Standards, and to address the changing role politics play in shaping and influencing school policy and reform. Detailed discussions of key topics touch upon important themes in educational politics, helping leaders understand issues of innovation, teacher evaluation, tensions between state and federal lawmakers over new reforms and testing, and how to increase student achievement. Chapter authors also provide suggestions for improving the political behaviors of key educational groups and individuals with the hope that an understanding of political goals, governance processes, and policy outcomes may contribute to ongoing school reform.

Download or read book Urban Education written by Karen S. Gallagher and published by Routledge. This book was released on 2012 with total page 394 pages. Available in PDF, EPUB and Kindle. Book excerpt: This comprehensive volume provides a 3-part conceptual model in which the achievement of equity for all - regardless of race, gender, or ethnicity - is is central to urban education.

Download or read book Transforming Turnaround Schools in China written by Peng Liu and published by Springer Nature. This book was released on 2021-02-25 with total page 141 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides a holistic picture of how Chinese turnaround schools have been remarkably improved over the years and to arouse further discussion in this regard. It contributes to the understanding of school improvement from a Chinese cultural perspective, solidifies the knowledge basis of school change theories, and expands the understanding of educational administration and policies in China.

Download or read book Congressional Record written by United States. Congress and published by . This book was released on 2008 with total page 1290 pages. Available in PDF, EPUB and Kindle. Book excerpt: