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REL N

Accountability Lost : Education Next - 0 views

educationnext.org/accountability-lost

ADMS707 Niemeyer Boards accountability

shared by REL N on 17 Feb 11 - Cached
    • REL N
      REL N on 17 Feb 11
       
      Tried to identify confounding variables to increase the likelihood that any changes in voting behavior were due to school performance
  • incumbent school board members won a larger share of the total vote in a precinct when test scores in that precinct improved. We estimate that improvement from the 25th to the 75th percentile of test-score change—that is, moving from a loss of 4 percentile points to a gain of 3.8 percentile points between 1999 and 2000—produced on average an increase of 3 percentage points in an incumbent’s vote share. If precinct test scores dropped from the 75th to the 25th percentile of test-score change, the associated 3-percentage-point decrease in an incumbent’s vote share could substantially erode an incumbent’s margin of victory.
  • percentile scores had increased in the year preceding the election, incumbents won 81 percent of the time in competitive elections; in districts where scores had declined, incumbents won only 69 percent of the time.
  • ...24 more annotations...
  • significant relationship with precinct test scores and the absence of a relationship with district scores suggests that voters were more concerned with school performance within their immediate neighborhood than across the district.
  • all indications of a relationship between school performance and an incumbent school board member’s vote share vanished after the passage of NCLB in 2002.
  • None of these approaches yielded clear evidence of a link between school performance and voter behavior in school board elections.
  • the overwhelming weight of the evidence indicated that school board members were not being judged on improvement or weakening in school test scores.
  • School performance as measured by test scores may have helped determine which candidates sought reelection and which faced a challenger.
  • assess the relationship between test-score trends and incumbents’ decisions to run for reelection, and then to estimate the effect of test-score trends on the probability that an incumbent who runs faces an opponent.
  • incumbents may bow out in anticipation of being held accountable for poor test-score performance by schools in their district.
  • drop from the 75th to the 25th percentile of test-score change, our results lead us to expect that incumbents will be 13 percentage points less likely to run for reelection. In fact, 76 percent of incumbents sought reelection in districts with improving test scores; in districts with falling scores, only 66 percent did.
  • we failed to find any indication that incumbents in 2002 and 2004 based their decisions about running for reelection on student learning trends.
  • In these years, only 30 and 34 percent of articles, respectively, touched on test scores. The decline in media attention leads us to suspect that concerns about student learning trends probably did not stand at the forefront of voters’ or candidates’ thinking in the 2002 and 2004 elections.
  • “The PACT needs to be seen for what it is: a vehicle for politicians to say that they are tough on education (and educators). This may make for good politics, but it makes for bad educational policy.”
  • Reacting to the rising criticisms directed toward PACT, voters may have grown disenchanted with the state’s accountability system and removed test-score performance from among the criteria on which they evaluated school board candidates.
  • if most schools appeared to be average or better, parents may not have been prompted to hold incumbents accountable for poor school performance. Incumbents and potential challengers may also have become less responsive to scores when the testing regimen began to give nearly every school a passing mark.
  • School board elections give the public the leverage to improve their schools. If voters do not cast out incumbents when local school performance is poor, they forfeit that opportunity. As debate continues over components of NCLB, policymakers should consider whether it is realistic to assume voters will in fact use the polls to drive school improvement.
  • Neither the federal No Child Left Behind Act (NCLB) nor the states impose direct sanctions on members of school boards that oversee large numbers of underperforming schools.
  • According to a 2002 national survey, student achievement ranks second only to financial concerns as school board members’ highest priority.
  • the basic purpose of all school board activities is to facilitate the day-to-day functioning of schools.
  • analyzed test-score data and election results from 499 races over three election cycles in South Carolina to study whether voters punish and reward incumbent school board members on the basis of changes in student learning, as measured by standardized tests, in district schools
  • impact of school performance on incumbents’ decisions to seek reelection and potential challengers’ decisions to join the race.
  • All but 4 of the state’s 46 counties hold nonpartisan school board elections. Approximately 80 percent of school board members receive some compensation, either a salary, per diem payments, or reimbursement for their expenses. Over 90 percent of South Carolina’s 85 school boards have between 5 and 9 members, while the largest board has 11. And, as is common practice in other states, nearly 9 out of 10 South Carolina school districts hold board elections during the general election in November.
  • the most important difference between South Carolina and most other states when it comes to local school politics is the role played by the state’s teachers unions, which are among the weakest in the country.
  • South Carolina school boards are unlikely to be beholden to the unions, which should make the boards more responsive to the broader public.
  • examine whether voters are more concerned with student performance districtwide or in their local neighborhood, we computed two measures of average school performance to include in our analysis.
  • separate the effect of school performance from the effects of other factors that could reasonably influence an incumbent school board member’s vote share
  • REL N on 17 Feb 11
     
    Details about research on the impact school performance has on how people vote for school board members. The authors conclude "If voters do not cast out incumbents when local school performance is poor, they forfeit that opportunity. As debate continues over components of NCLB, policymakers should consider whether it is realistic to assume voters will in fact use the polls to drive school improvement."
REL N

Education Week: Poll: Students Grade High School Down, College Up - 2 views

www.edweek.org/...421715_ap.html

ADMS707 Niemeyer Mission Effectiveness

shared by REL N on 19 Apr 11 - No Cached
  • A majority say their school wasn't good at helping them choose a field of study, aiding them in finding the right college or vocational school or assisting them in coming up with ways to pay for more schooling.
  • getting students ready for work remains central to high schools' mission.
  • most young people say their school didn't do a good job of preparing them for work or helping them choose a future career.
  • ...5 more annotations...
  • The one category where young people rated high schools best was preparing them for further education: 56 percent say their school did a good or excellent job at that.
  • 4 in 10 young people voice strong satisfaction with their high school education.
  • Dill, now 21, self-employed and living with her father in Arcadia, La., thinks high schools should offer juniors and seniors workshops on how to get a job, how to build a career and the many educational options besides a four-year degree.
  • Almost half of college attendees feel that the schools "get" them. That's significantly more than among those whose education stopped at high school; just 3 in 10 say the school system could identify with them.
  • Nonwhite students were more likely than whites to say their high school counselors helped them, and also gave their high schools better ratings for helping find money for college.
  • Georggetta Howie on 19 Apr 11
     
    Thanks for sharing. This is true and in my case and majority of my peers. My success in going to college goes to my mentors!
Jonathan Becker

New NSBA report finds school boards focusing on achievement, accountability «... - 6 views

schoolboardnews.nsba.org/...-on-achievement-accountability

school boards nsba report research adms707

shared by Jonathan Becker on 03 Feb 11 - No Cached
  • Jonathan Becker on 03 Feb 11
     
    An important read for the week on the role of school boards.
  • ...4 more comments...
  • Victoria Schnettler on 03 Feb 11
     
    Really??? Some good news today? Thanks.
  • Jonathan Becker on 03 Feb 11
     
    Only if you think achievement and accountability are worth focusing on... ;-)
  • REL N on 04 Feb 11
     
    Yipppeeee! 90% of school board members are "concerned about an overly narrow focus on achievement." There may be a flicker of light at the end of the tunnel.
  • mirabilecp on 05 Feb 11
     
    I don't find anything here groundbreaking as such...what was I supposed to be surprised by again?
  • Tara McDaniel on 05 Feb 11
     
    We shall see if their actions speak to their words
  • Phil Riddle on 05 Feb 11
     
    It is interesting that school board members are only "lukewarm" about certain "structural" changes such as school choice, charter schools, and year-round schooling.
REL N

School Boards Circa 2010--Governance in the Accountability Era - 0 views

www.aei.org/103116

ADMS707 Niemeyer Governance Empirical Research

shared by REL N on 15 Feb 11 - No Cached
  • the National School Boards Association, the Thomas B. Fordham Institute, the Iowa School Boards Foundation, and the Wallace Foundation have joined together to support new research on school boards and their members.
    • REL N
      REL N on 15 Feb 11
       
      Balance of politics across organizations
  • little empirical research on national board practices has been conducted since the passage of the No Child Left Behind Act in 2001.
  • survey sample was drawn from the National School Boards Association's database of school boards and superintendents from 7,100 districts throughout the United States. The sample was stratified,
  • ...4 more annotations...
  • At least one response was received from 80.1 percent of the districts surveyed.
  • When asked what they consider the most important objectives for schooling, the most popular board member responses are to "prepare students for a satisfying and productive life" and to "help students fulfill their potential."
  • nearly two-thirds also see an urgent need to dramatically boost achievement.
  • Board members think a number of much-discussed reforms hold little or no promise, with 40 percent saying they attach little or no importance to recruiting nontraditional teachers. More than 50 percent feel that way about increasing within-district school choice, more than 60 percent about a year-round school calendar, and more than 80 percent about the creation of new charter schools
  • REL N on 15 Feb 11
     
    Posted 03-Feb-2011: Empirical research on school boards
REL N

A Board's Eye View : Education Next - 0 views

educationnext.org/aboardseyeview

ADMS707 Niemeyer Boards reform

shared by REL N on 17 Feb 11 - No Cached
  • “Code of Conduct for School Board Members.” This was intended, wrote the superintendent, in recommending the code, “to set standards for how the Board interacts with itself.” Sounded like sex to me. But the preoccupation with board member behavior was the result of the long-standing tension between the democracy represented by elected officials who oversaw the schools and the professionalism of those hired to run them. The superintendent was definitely attempting to tip the balance in favor of the pros. “We will not attempt to exercise individual authority over the district’s operations, staff, or personnel decisions,” read one of the rules he was proposing for us. Another: “We will not express individual judgments about the performance of the superintendent or staff. . . . We recognize the value of the chain of command. When approached by staff, constituents or the public, we will channel all inquiries to the administrator.” I e-mailed the superintendent, “Is this a joke?” He called and laughed lamely.
    • REL N
      REL N on 17 Feb 11
       
      "... the preoccupation with board member behavior was the result of the long-standing tension between the democracy represented by elected officials who oversaw the schools and the professionalism of those hired to run them."
  • “We should let people know we are looking for quality, of course, but not to the point of advertising outside official channels.”
  • the board never reviewed other major expenditures, such as the installation of a new computer system.
  • ...11 more annotations...
  • I asked the superintendent how a new asphalt parking lot was installed at the Greenport School without board approval–or even a bid or a notice or a need. He informed me that a bid wasn’t necessary for a job worth less than $10,000.
  • no clarification of what any of this meant–or cost. Don’t ask. “Mandated” was the knowing word from veteran board members.
  • almost 16 percent of the children in the school district were disabled, almost double the national average.
  • more than 350, were either “emotionally disturbed,” “learning disabled,” or “speech impaired.” These were the kind of catchall categories that allowed a district to dispose of many problem children–in Hudson those children were mostly black–with expensive baby-sitting.
  • over the next several months as I learned that the district had been running a deficit for several years. In fact, the state comptroller’s office, which oversees the fiscal integrity of all state and local government agencies, had conducted its own audit and found the same thing: “overexpenditure of budgetary appropriations and the overestimation of revenues.” Money was being moved around, from one fund to another, which was also against the rules, the comptroller noted. And when auditors had asked for records, they couldn’t be found.
  • the school board was not where the biggest battles would be won or lost.
  • The teacher union president, normally a regular presence at school board meetings, stopped coming so that he wouldn’t have to answer my questions about what was being done to improve things that his teachers controlled. (He had already stopped responding to my phone calls and letters.)
  • the debate was as much cultural–and racial–as educational,
    • REL N
      REL N on 17 Feb 11
       
      The author was frustrated that the board refused to discuss the academic mediocrity in the schools and then he realized that "the debate was as much cultural-and racial-as educational,...."
  • “Mandates” and laws sprouted acres of explanatory weeds–most of them unnecessary. No one ever read the original “mandate.”
  • no one seemed to know why the “Parent/Family/Community Involvement Policy” was necessary, but it was assumed that it was required by some Oz-like authority, passed through the policy-writing machinery at some school board association office, and sent to us for our “approval.”
  • No one else on the board expressed any hint of having read it. And I was beginning to discern a pattern: the more written, the less understood.
  • REL N on 17 Feb 11
     
    A concerned parent joined the local school board in hopes of improving the academics. After 6 frustrating months he resigned from the board believing that "the school board was not where the biggest battles would be won or lost."
REL N

Few back Quinn's consolidation push | school, local, consolidation - Jacksonville Illin... - 0 views

www.myjournalcourier.com/...32478-local-consolidation.html

NIemeyer ADMS707 Governance School Board Restructuring

shared by REL N on 07 Apr 11 - No Cached
  • Ganson said each of the five local elementary districts have different costs, different debt loads and different needs. There would have to be sweeping agreements before consolidation could ever move forward
    • REL N
      REL N on 07 Apr 11
       
      Different needs, different debt loads... could this be "code" for something else?! This sounds a little like "separate but equal"--although it may not be predicated solely on race--or the apartheid that Kozol describes in Shame of the Nation.
  • Koch said the Illinois State Board of Education has always had the power to step in and take over failing schools. He said that power also includes the ability to dissolve a local school district. Koch said the state board will continue to "focus on incentives" to consolidation.
  • "If (school consolidation) makes sense in a community and a community is supportive of it, it needs to be a community decision. I don't think as a General Assembly we should be making and mandating school consolidation," Roth said.
  • ...2 more annotations...
  • "There are a lot of local issues, nuances really, that would have to be worked out," Ganson said, "if the local districts were to come together."
  • Quinn first proposed the idea of required consolidation during his budget speech in February. Quinn said Illinois has too many school districts, and too many highly paid superintendents.
  • REL N on 07 Apr 11
     
    So the school boards and their constituents know that consolidation would reduce costs and the people don't want to pay higher taxes... yet there is reluctance to consolidate small districts (those with approx 500 students) because of unique needs (hmmm is this "code" for something?) and because the constituencies don't like the idea of a state mandate. So, let's see... whose interests are they protecting?
REL N

Charles Kolb: Educational Success: America's New Industrial Policy - 1 views

www.huffingtonpost.com/...al-success-ameri_b_810464.html

ADMS707 Federal Resource-allocation

shared by REL N on 04 Feb 11 - No Cached
  • And we need to approach our education investment as we approach infrastructure or industrial policy.
    • REL N
      REL N on 04 Feb 11
       
      NOOOO! We need to better define the type of success we can achieve given that individuals are in different places at different times in their lives. We need to support people where they are and help them move forward in areas and at a pace that is right for them. If a 16-year old is able to perform well in a college program then that is where s/he should be. If a student is gifted in math and abhors and does poorly in history, then we should nurture her/his strengths and stop holding them to their social grade level in math and wasting their time and their passion drilling them in history. Ultimately, they will be happier, more productive, and more willing to contribute to society in a math-related endeavor.
  • "define success up." Our new industrial and competitiveness policy as a nation should be focused relentlessly on those talented young children and adolescents who show educational promise. We should double, perhaps triple, federal, state, and private sector resources that support gifted-and-talented programs in our schools. We should nurture this talent the same way some institutions nurture athletic talent. This approach is not elitism; it is smart commonsense.
    • REL N
      REL N on 04 Feb 11
       
      Yeah... I think we all saw what happened when we had a leader who was proud of getting "C's" in college. And, then we are not really sure if a "C" actually meant a "D-" but was given to ensure social promotion. I would not go to a surgeon who either did not want to go to medical school or was not able to succeed in her/his training. That is not elitism. It is more than simply common sense. It is effective data-driven/evidence-based decision-making. A person might be terrific and funny and caring (and perhaps rich and attractive too) but they should not be given a role beyond their knowledge and capabilities.
  • If such an exam cannot be developed within six months, then perhaps we really have wasted a lot of time over the last 30 years. Algebra in New Hampshire is not different from algebra in California. Reading skills and reading-level assessments should be the same in each state. Grammar doesn't vary across state borders, and gravity tends to work the same way everywhere. The governors are well-positioned to lead a national discussion about what our high school graduates should know and be able to do -- and then devise a test that measures the success of our young people in mastering what they need to know to be successful. The National Governors Association is already doing excellent work in this area -- but it has to move faster.
    • REL N
      REL N on 04 Feb 11
       
      f we stopped the gaming in elementary and middle school testing and relied on the teachers and administrators to implement effective local testing and take appropriate actions to ensure learning, we would have more resources (time, money, people) to develop appropriate and resonable assessments at the high school level. These must be based on higher order thinking and include essays, video-taped dialogues/presentations, and some simple answer tests. The evaluation should be done by humans outside the local area and care must be taken to ensure inter-rater reliability. This is done in other countries as well as in the states with the IB diploma programme. It is do-able and the graduates will be well prepared and confident that they can move forward. Our initial pass rates may not be as high as we would like, and we need to be prepared to accept that some students may take more than 12 years or choose to take a less rigorous set of exams; however, we will have a higher level of success overall and our students will be much better prepared as citizens and workers.
  • ...6 more annotations...
  • We need to change our approach from preventing failure to promoting success.
  • In late December 2010, the Education Trust reported that nearly 25 percent of high school graduates taking the U.S. Army entrance exam cannot answer basic questions in math, science, and reading. Some of the questions were pretty basic: "If 2 plus x equals 4, what is the value of x?"
  • all children can learn, not all children are ready to learn at the same time. If some of our classrooms have disruptive students, these students should attend other classes until they become serious about learning.
  • And finally, we should learn from the French, who for decades have had a baccalaureate exam that is a prerequisite for advancing to post-secondary education. In France, the "bac" exam is typically taken by 17- and 18-year-olds, but if a student fails the exam, he or she can take it again -- even later in life. The "bac" serves two purposes: it sets a standard for what French high school graduates know and can do, and it serves as a moment of consequence for French young people: they cannot move forward until they have proved their proficiency.
  • In several states, where testing has been adopted, we find large discrepancies between how the states report their children's performance on "No Child Left Behind" tests and the often much lower performance found by the objective National Assessment of Educational Progress.
  • resources we've squandered. We need a more tough-minded and focused approach that identifies, nurtures, and rewards success
  • REL N on 04 Feb 11
     
    I'm not sure how I feel about this blog. Part of me says "Oh no!" while the other part says that we need to make education accessible but we would be better served to go with a more individualized approach. Right now it feels as though we often cater to the lowest common denominator which is not fair to anyone. Can we learn something from the operations concept of mass customization? Educators--feedback please!! I'd love to hear what your experience tells you r.e. these issues.
  • mirabilecp on 05 Feb 11
     
    I am intrigued if not in full agreement with this piece by Kolb. He makes good points about a national baccaulaureate exam...it's true, algebra is algebra, grammar is grammar, in all 50 states. Some of our colleagues would disagree that we need primarily focus on the best and the brightest and that those who are not ready to learn should be sequestered until they are (paraphrasing here). He says, "We really aren't serious as a nation when it comes to education," but I think that we are fast approaching a time when (I hope) it becomes a primary focus of our political debate (from Candy).
Roger Mancastroppa

Raising the Achievement of English Language Learners in the Buffalo Public Schools - 0 views

www.eric.ed.gov/ED511361.pdf

adms707 education reform school states boards superintendent

shared by Roger Mancastroppa on 06 Mar 11 - No Cached
  • Roger Mancastroppa on 06 Mar 11
     
    The school board and superintendent set up the groundwork for instructional reforms. They turned to the Council of the Great City Schools to look at how well the district's instructional program was meeting the academic needs of these English-language learners and newcomers. The study shows how a program considered excellent that performs very well, can still miss students with limited English speaking skills. The report shows how the school district missed the fact that many of these folks even existed, let alone began building programming to meet their needs. Most important are the strategies that offer the students a chance to join mainstream and improve their achievement. 
Phil Riddle

PDK Gallup Poll on Public Education - 0 views

www.pdkintl.org/...2010_Poll_Report.pdf

Parent Attitudes School Reform

shared by Phil Riddle on 26 Jan 11 - No Cached
Tara McDaniel liked it
  • Phil Riddle on 26 Jan 11
     
    One of the arguments made in the Murphy article is that Americans are increasingly dissatisfied with the quality of public education. Yet, one of the most consistent findings in the PDK Gallup Polls over time is that the parents of public school parents might be lukewarm about education in general, but tend to be very satisfied with the school their child attends. This brief also contains some interesting information on the public's perceptions of current school reforms.
Roger Mancastroppa

For-Profit Schools: Large Schools and Schools that Specialize in Healthcare Are More Li... - 0 views

www.eric.ed.gov/...detail

ADMS707 education School Federal Accountability

shared by Roger Mancastroppa on 11 Feb 11 - No Cached
  • Roger Mancastroppa on 11 Feb 11
     
    In 2008-2009, nearly $24 billion in loans and grants went to about 2k for-profit schools under federal student aid programs. About 20 years ago there was some concern by the Fed that the schools were recruiting students not ready or capable for higher education. A lot of the students were not prepared for the jobs they were supposedly trained for and so they never got jobs in those areas. In turn many of them defaulted on their student loans. Congress put the 85/15 rule in place - meaning that the for profit schools would have to raise 15% of their student aid from other sources. That was reduced to 10% in the late 90s under Clinton.
Jonathan Becker

Hampton School Board vs. Patrick Russo trial scheduled for March - dailypress.com - 3 views

www.dailypress.com/...-0214-20110214,0,2382190.story

school board hampton ADMS707

shared by Jonathan Becker on 14 Feb 11 - No Cached
  • Jonathan Becker on 14 Feb 11
     
    The Hampton School Board's lawsuit against former superintendent Patrick Russo is back on the court docket. A two-day jury trial has been scheduled for March 21-22 in Hampton Circuit Court. The board is suing Russo for the $102,220 it paid into a retirement account before he resigned in February 2009 to leave for nearby Henrico County Public Schools, where he is still at the helm.
  • Phil Riddle on 14 Feb 11
     
    Dr. Becker, if you had to guess, what do you think will be the result?
  • Jonathan Becker on 15 Feb 11
     
    Hmmm...Philip. I wish I had some insight here. This is a contract issue and the worst grade I got in law school was in Contracts class :-)
Roger Mancastroppa

ERIC - Education Resources Information Center - 0 views

www.eric.ed.gov/...simpleSearch.jsp

superintendent resources education adms707 school

shared by Roger Mancastroppa on 06 Mar 11 - No Cached
  • Roger Mancastroppa on 06 Mar 11
     
    The school board and superintendent set up the groundwork for instructional reforms. They turned to the Council of the Great City Schools to look at how well the district's instructional program was meeting the academic needs of these English-language learners and newcomers. The study shows how a program considered excellent that performs very well, can still miss students with limited English speaking skills. The report shows how the school district missed the fact that many of these folks even existed, let alone began building programming to meet their needs. Most important are the strategies that offer the students a chance to join mainstream and improve their achievement. 
REL N

Quantitative Analysis in, Educational Administrator Preparation Programs - 1 views

www.edweek.org/...20schoolboards.h30.html

ADMS707 Niemeyer Governance

shared by REL N on 08 Feb 11 - No Cached
  • REL N on 08 Feb 11
     
    School Board members are still focused on student achievement over charter schools, performance pay etc. Hess article attached.
  • REL N on 08 Feb 11
     
    School Board members are still focused on student achievement over charter schools, performance pay etc. Hess article attached.
Phil Riddle

Temporary Segregation - 1 views

www.cnn.com/...index.html

segregation by income

shared by Phil Riddle on 30 Jan 11 - No Cached
  • Phil Riddle on 30 Jan 11
     
    For me, the most interesting aspect of this article is the continuing segregation of students in our schools by income. It also have a brief summary of what has happened in the Wake County Schools
  • mirabilecp on 31 Jan 11
     
    Not entirely opposed, we might need to try it to see if it works...I recall reading how Justice Clarence Thomas chose to support public funding to private relgious schools (some might say unconstitutional) in order to create a way for African Americans to leave poorly performing urban public schools. Sometimes, you have to make a choice between a rock and a hard place.
Roger Mancastroppa

School Administration in the Federal Republic of Germany and Its Implications for the U... - 0 views

www.eric.ed.gov/ED380881.pdf

ADMS707 education states boards

shared by Roger Mancastroppa on 18 Feb 11 - No Cached
  • Roger Mancastroppa on 18 Feb 11
     
    Germans do not use lay governance - This paper presents findings of a study that explored the governance and administration of elementary and secondary schools in Bavaria, in the Federal Republic of Germany. The sample included 12 Bavarian schools--3 each of the following 4 types of schools--elementary (Grundschulen) and secondary (Gymnasien, Realschulen, and Hauptschulen). Data were gathered from interviews with school principals or headmasters and some administrative staff, observation, and document analysis. Findings showed that the selection process for teachers in Germany is much more rigorous than in the United States. Principals are experienced classroom teachers with proven ability who continue to teach. In addition, the entire district apparatus is missing; there are no superintendents, lay boards of education, and so forth. Bavarian schools appear to function extremely well within a framework of fairly tight external control, while enjoying strong professionalism among educators and freedom from the micromanagement that all too often plagues their American counterparts. Findings underscore the need for fundamental and systemic reform in the United States; high student achievement must be preceded by advances in teacher professionalism.
Roger Mancastroppa

Consumers and Education Professionals in the Organisation and Administration of Schools... - 0 views

www.eric.ed.gov/ED347657.pdf

ADMS707 reform education politics states boards

shared by Roger Mancastroppa on 18 Feb 11 - No Cached
  • Roger Mancastroppa on 18 Feb 11
     
    What we can learn from England - Findings of a longitudinal study that explored the impact of recent educational reforms in England on the nature of the relationship between headteachers and lay school governors. Recent legislation has increased governors' and consumers' power and reduced the power of the "producers" of education. Governors are members of school governing bodies who have volunteered to work with headteachers in school administration. Findings indicate that the governor/headteacher relationship is not a consensual one. Factors inhibiting the development of a partnership include the micropolitical nature of school governance; the emerging organizational cultures of governing bodies; the loose coupling of governing bodies to schools; the differences between heads and governors about power; the complex and ambiguous nature of reform legislation; and cultural factors, such as race, gender, and ethnicity. The question is raised whether community involvement should extend to nonprofessionals taking a key role in educational decision making and policy formation.
mirabilecp

The Center for Comprehensive School Reform and Improvement - August 2009 Newsletter - 0 views

www.centerforcsri.org/index.php

ADMS707 School Boards

shared by mirabilecp on 18 Feb 11 - No Cached
  • mirabilecp on 18 Feb 11
     
    I found this easy read to provide good background on the history of school boards. It features two of Virginia's school boards (Hopewell and Fairfax).
Phil Riddle

After-School Program Offers Enrichment to Pupils - 1 views

www.edweek.org/...23afterschool_ep.h30.html

After School Programs Low Income Students

shared by Phil Riddle on 09 Mar 11 - No Cached
  • Phil Riddle on 09 Mar 11
     
    Seems like a great idea, but it might not be the best use of funds in a school district that has to cut back on programs that impact classrooms during normal school hours.
Roger Mancastroppa

Cash Incentives: Yet Another Way to Destroy Quality Education | Common Dreams - 0 views

www.commondreams.org/...31-5

adms707 education NCLB

shared by Roger Mancastroppa on 01 Apr 11 - No Cached
  • Roger Mancastroppa on 01 Apr 11
     
    "For beyond the shrinkage of school curriculums to fit the narrow boundaries of annual tests, along with the disappearance of recess and play, research in poorer schools has uncovered another most tragic outcome to high stakes testing: the effective elimination of care as the ethos that has bound together teacher and child for longer than there have been schools in America."
Georggetta Howie

Dr. Steve Perry Speaks - 1 views

www.dr-steveperry.com/Multimedia.html

education Perry schools videos books

shared by Georggetta Howie on 25 Jan 11 - No Cached
  • Georggetta Howie on 25 Jan 11
     
    Dr. Steve Perry is educator, speaker,and author who founded Capital Preparatory Magnet School in Hartford, CT. This school has a graduation rate of 100% with all of its graduates going to college. OUTSTANDING WORK!
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