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Their ideas boil down to this strategy: NCLB failed because we didn’t use enough carrots and sticks. They say that schools should operate like businesses, because the free market is more efficient than government. So these reformers — I call them corporate reformers — advocate market-based reforms.

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l testing began in 2002, and no gains for Hispanic students since 2005. According to the latest research, the black-white achievement gap is larger now in Chicago than when the reforms began.

Diversity Tool Kit The Action plan was created in response to the Board’s ongoing concern that ACSA membership lacked diversity in its membership and leadership and charged the Equity, Achievement and Diversity for Success (EADS) Committee to address the issue. The Diversity Action Plan was approved by the Board in May 2006 and touched on six specific areas: Training – building cultural competency to help administrators understand the issues associated with diversity and the barriers to access that certain groups encounter. Mentoring – develop a mentoring support program for new administrators of color. Internal leadership – equip members of color to take leadership roles within the organization. Recruitment & Retention – implement strategies that specifically increase recruitment of minority administrators through ACSA’s statewide membe3rship campaign and increasing retention rates for ALL members (regardless of ethnicity) by providing engaging opportunities for involvement at both the local and state levels. Data – collect and analyze data to inform the organization of current membership gaps.   Results will help shape ACSA’s direction on membership development. Communication – increase awareness of issues regarding membership diversity and ACSA’s efforts to promote equity in standards-based system.

In this section Diversity Tool Kit

Network & Discover Shape Your Future Membership Categories National Associations Membership FAQs Membership Matters Member Services Team Join ACSA Blog Calendar Prof Learning - All Events Prof Learning - Site Administrators Prof Learning - Central Office Council / Committee Meetings Governance Key Legislative Dates Affiliate Events Career Center Online Job Search Career Development Job Ad Options & Pricing Employer Login Advertisers & Sponsors Advertising Opportunities Sponsorships & Corporate Partners Leadership Magazine Marketplace Community Shop Home About ACSA For Policymakers Contact Us Media FAQs Site Map Home About ACSA Committees & Groups EAD for Success Diversity Tool Kit Print Page Email Page   Diversity Tool Kit The Action plan was created in response to the Board’s ongoing concern that ACSA membership lacked diversity in its membership and leadership and charged the Equity, Achievement and Diversity for Success (EADS) Committee to address the issue. The Diversity Action Plan was approved by the Board in May 2006 and touched on six specific areas: Training – building cultural competency to help administrators understand the issues associated with diversity and the barriers to access that certain groups encounter. Mentoring – develop a mentoring support program for new administrators of color. Internal leadership – equip members of color to take leadership roles within the organization. Recruitment & Retention – implement strategies that specifically increase recruitment of minority administrators through ACSA’s statewide membe3rship campaign and increasing retention rates for ALL members (regardless of ethnicity) by providing engaging opportunities for involvement at both the local and state levels. Data – collect and analyze data to inform the organization of current membership gaps.  Results will help shape ACSA’s direction on membership development. Communication – increase awareness of issues regarding membership diversity and ACSA’s efforts to promote equity in standards-based system. Diversity Toolkit In this section Diversity Tool Kit http://www.acsa.org/Functi

schools have a "long tail" of support staff charged with ensuring that educators have the tools they need to be effective. Just as it makes more sense to judge the quality of army chefs on the quality of their kitchens and cuisines rather than on the outcome of combat operations, so it is more sensible to focus on how well district employees perform their prescribed tasks than on less direct measures of job performance. The tendency to casually focus on student achievement, especially given the testing system's heavy emphasis on reading and math, allows a large number of employees to either be excused from results-driven accountability or be held accountable for activities over which they have no control. This undermines a performance mindset and promises to eventually erode confidence in management.

So what does this all mean? We are looking at a completely different kind of divide. While access has increased substantially, the kind of access varies.

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d having broadband access compared to 67% of white households (Home Broadband 2010). This creates an entertain