Leading With Data: Pathways to Improve Your School

Corwin Press
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A comprehensive, practical guide to using data effectively for school improvement!

This hands-on guidebook explains essential statistical and assessment information to help principals make critical and sustainable choices to promote student learning. Broad-based strategies include collecting and analyzing various types of data about student achievement, professional development, allocation of resources, family involvement, and community standards. Part of theLeadership for Learning series, this resource:

  • Supports school leaders in developing and sustaining continuous improvement
  • Links data-based decision making with issues of accountability and shared mission and goals
  • Includes numerous examples and cases, a glossary, school improvement template, sample forms, and data tools
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About the author

Ellen B. Goldring is professor of education policy and leadership at Peabody College of Vanderbilt University, where she won the Alexander Heard Distinguished Professor award. Her areas of expertise and research focus on improving schools, with particular attention to educational leadership and access and equity in schools of choice. She is the immediate past coeditor of Educational Evaluation and Policy Analysis. She serves on numerous editorial boards, technical panels, and policy forums, and is the coauthor of three books, including Principals of Dynamic Schools (Corwin Press), as well as hundreds of book chapters and articles. Goldring is currently working on a project funded by the Wallace Foundation to develop and field-test an education leadership assessment system and establish its psychometric properties. She is also conducting experiments to study professional development and performance feedback for school leaders. She is an investigator at the National Center on School Choice and the Learning Sciences Institute at Vanderbilt. Goldring received her PhD from the University of Chicago.

Mark Berends is associate professor of public policy and education at Peabody College of Vanderbilt University; director of the National Center on School Choice, funded by the U.S. Department of Education’s Institute of Education Sciences; and the vice president of the American Educational Research Association’s Division L, Policy and Politics in Education. His areas of expertise are the sociology of education, research methods, school effects on student achievement, and educational equity. His latest books are Examining Gaps in Mathematics Achievement Among Racial-Ethnic Groups, 1972-1992 (2005, RAND), Charter School Outcomes (2008), and Handbook of Research on School Choice (forthcoming, Lawrence Erlbaum Associates). Berends received his PhD in sociology from the University of Wisconsin-Madison.

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Additional Information

Publisher
Corwin Press
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Published on
Sep 17, 2008
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Pages
216
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ISBN
9781452293059
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Language
English
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Genres
Education / Administration / General
Education / Leadership
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Content Protection
This content is DRM protected.
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Available on Android devices
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Eligible for Family Library

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Since the early 1990s when the nation’s first charter school was opened in Minneapolis, the scope and availability of school-based options to parents has steadily expanded. No longer can public education be characterized as a monopoly. Sponsored by the National Center on School Choice (NCSC), this handbook makes readily available the most rigorous and policy-relevant research on K-12 school choice. Coverage includes charters, vouchers, home schooling, magnet schools, cyber schools, and other forms of choice, with the ultimate goal of defining the current state of this evolving field of research, policy, and practice.

Key Features include:

Comprehensive – this is the first book to provide a comprehensive review of what is known about the major forms of school choice from multiple perspectives: historical, political, economic, legal, methodological, and international. It also includes work on the governance, structure, process, effectiveness, and costs of school choice.

Readable – the editors and authors have taken care to translate rigorous research findings into comprehensible prose accessible to a broad range of readers.

International – in addition to thorough coverage of domestic research, the volume also draws on international and comparative studies of choice in foreign countries.

Expertise – the National Center on School Choice (NCSC) is a consortium that is headquartered at Vanderbilt University and includes the following partners: Brookings Institution, Brown University, Harvard University, National Bureau of Economic Research, Northwest Evaluation Association, and Stanford University.

This book is suitable for researchers, faculty and graduate students in education policy studies, politics of education, and social foundations of education. It should also be of interest to inservice administrators and policy makers.

Since the early 1990s when the nation’s first charter school was opened in Minneapolis, the scope and availability of school-based options to parents has steadily expanded. No longer can public education be characterized as a monopoly. Sponsored by the National Center on School Choice (NCSC), this handbook makes readily available the most rigorous and policy-relevant research on K-12 school choice. Coverage includes charters, vouchers, home schooling, magnet schools, cyber schools, and other forms of choice, with the ultimate goal of defining the current state of this evolving field of research, policy, and practice.

Key Features include:

Comprehensive – this is the first book to provide a comprehensive review of what is known about the major forms of school choice from multiple perspectives: historical, political, economic, legal, methodological, and international. It also includes work on the governance, structure, process, effectiveness, and costs of school choice.

Readable – the editors and authors have taken care to translate rigorous research findings into comprehensible prose accessible to a broad range of readers.

International – in addition to thorough coverage of domestic research, the volume also draws on international and comparative studies of choice in foreign countries.

Expertise – the National Center on School Choice (NCSC) is a consortium that is headquartered at Vanderbilt University and includes the following partners: Brookings Institution, Brown University, Harvard University, National Bureau of Economic Research, Northwest Evaluation Association, and Stanford University.

This book is suitable for researchers, faculty and graduate students in education policy studies, politics of education, and social foundations of education. It should also be of interest to inservice administrators and policy makers.

Sponsored by the National Center on School Choice, a research consortium headed by Vanderbilt University, this volume examines the growth and outcomes of the charter school movement. Starting in 1992-93 when the nation’s first charter school was opened in Minneapolis, the movement has now spread to 40 states and the District of Columbia and by 2005-06 enrolled 1,040,536 students in 3,613 charter schools. The purpose of this volume is to help monitor this fast-growing movement by compiling, organizing and making available some of the most rigorous and policy-relevant research on K-12 charter schools. Key features of this important new book include:

Expertise – The National Center on School Choice includes internationally known scholars from the following institutions: Harvard University, Brown University, Stanford University, Brookings Institution, National Bureau of Economic Research and Northwest Evaluation Association.

Cross-Disciplinary – The volume brings together material from related disciplines and methodologies that are associated with the individual and systemic effects of charter schools.

Coherent Structure – Each section begins with a lengthy introduction that summarizes the themes and major findings of that section. A summarizing chapter by Mark Schneider, the Commissioner of the National Center on Educational Statistics, concludes the book.

This volume is appropriate for researchers, instructors and graduate students in education policy programs and in political science and economics, as well as in-service administrators, policy makers, and providers.

A decade ago, New American Schools (NAS) launched an ambitious effort forwhole-school reform to address the perceived lagging achievement of Americanstudents and the lackluster school reform attempts that have produced so fewmeaningful changes. As a private nonprofit organization, NAS set out tohelp schools and districts significantly raise the achievement of largenumbers of students by offering whole-school designs and design-basedassistance during the implementation process. NAS is currently in thescale-up phase of its effort, and its designs are being widely diffused toschools across the nation. During the 1997_1998 and 1998_1999 school years,RAND assessed the effects of NAS designs on classroom practice and studentachievement in a sample of schools in a high-poverty district. RAND foundthat high-poverty schools often have fragmented and conflicting environmentswith difficult and changing political currents and entrenched unions.Teachers in high-poverty schools tend to face new accountability systems andfluctuating reform agendas. These teachers generally lack sufficient timefor implementing reform efforts, often becoming demoralized and losing theirenthusiasm for the difficult task of improving student performance underdifficult conditions. RAND concluded that high-stakes tests may motivateschools to increase performance and to seek out new curricula andinstructional strategies associated with comprehensive school reforms.However, those same tests may provide disincentives to adopt richer, morein-depth curricula that can succeed in improving the learning opportunitiesof all students, particularly those in high-poverty settings.
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