Categories

Area: DISTRICT:Culture of Renewal and Improvement

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    Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process

    1/24/09 - Elizabeth Kozleski, Shelley Zion, Equity Alliance at ASU

    This tool is designed to guide the examination of LEA practices once data suggest that serious and inappropriate disproportionate referral, identification and placement of students who are culturally and linguistically diverse may be occurring.

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    Adding value to discussions about value-added: A new framework for talking about teacher effectiveness

    1/16/09 - Raegen Miller

    "Past initiatives to improve teacher quality offer two general lessons. First, simplistic responses—across-the-board raises, more stringent licensure requirements, mandated professional development—are extremely expensive, utterly ineffective, or both. Only policies that tightly link incentives to desired results stand a chance of being effective and affordable. Clearly, making such links requires a robust approach to assessing teachers’ impact on outcomes of interest, especially...

  • Between Two Worlds: How Young Latinos Come of Age in America

    1/1/09 - Pew Hispanic Center Staff

    A Pew Hispanic Center report based on a new nationwide survey of Latino youths and on analyses of government data examines the values, attitudes, experiences and self-identity of this generation as it comes of age in America.

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    Consolidation of Schools and Districts: What the Research Says and What it Means

    1/10/11 - Howley, C., Johnson, J., & Petrie, J.

    Arguments for consolidation, which merges schools or districts and centralizes their management, rest primarily on two presumed benefits: (1) fiscal efficiency and (2) higher educational quality. The extent of consolidation varies across states due to their considerable differences in history, geography, population density, and politics. Because economic crises often provoke calls for consolidation as a means of increasing government efficiency, the contemporary interest in consolidation is...

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    Early Success: Closing the Achievement Gap for Our Youngest Learners

    1/5/09 - Jerry D. Weast

    The district faced an indisputable fact: increasing numbers of young children impacted by poverty and language difference were starting school lagging behind their peers in basic literacy and mathematics skills, and they often remained behind. If children were not meeting certain benchmarks by the end of first grade, there was little likelihood that they would be able to read fl uently by third grade, an important indicator of academic success in the later years.5 So, the work began in the...

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    Final report: How district-wide systems change impacted LRE for students with severe disabilities

    1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

    "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

  • Policy Features that Make a Difference: Improving Mentor Programs for Novice Special Education Teachers

    1/14/10 - Hirsch, E., Rorrer, A., Sindelar, P. T., Dawson, S. A., Heretick, J., & Jia, C. L.

    Most states have policies for new teacher induction and mentoring programs that districts use as a foundation when designing and implementing local programs. Although most state policies do not differentiate programs for novice special education teachers, there are particular aspects of their experience—discussed in this Brief—that may affect mentoring effectiveness.

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    Research Findings to Support Effective Educational Policymaking: Evidence and Action Steps for State, District, and Local Policymakers

    1/3/09 - The Wallace Foundation,

    "The following Wallace Foundation research synthesis will be of use to policymakers at all levels of education who are developing comprehensive approaches to achieving the Race to the Top reform objectives and other federal strategies to improve public education. Drawing from more than a decade of experience and research in the fields of educational leadership, out-of-school time learning and arts education, the report presents evidence-based policies and practices critical to the success of...

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    Using data to address equity issues in special education

    1/5/09 - Ashley C. Gibb, Russell Skiba

    The increased use of data, from collection, to organization, to analysis, can seem daunting. Yet this does not have to be the case. Conventions for approaching disproportionality data have been established making the analysis and interpretation of disproportionality data more straightforward. This brief will outline those conventions and provide some tools to determine the most effective ways of collecting, organizing, and presenting disproportionality data. These tools, and the experience...

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