By National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools
"The District of Columbia (DC) has struggled for many years to enhance its public schooling approach. In 2007 the DC executive made a daring swap within the manner it governs public schooling with the aim of shaking up the method and bringing new strength to efforts to enhance results for college kids. the general public schooling Reform modification Act (PERAA) shifted regulate of the city's public colleges from an elected tuition board to the mayor, constructed a brand new nation division of schooling, created the placement of chancellor, and made different major administration alterations. A Plan for comparing the District of Columbia's Public faculties bargains a framework for comparing the consequences of PERAA on DC's public colleges. The ebook recommends an evaluate software that features a systematic every year public reporting of key info in addition to in-depth stories of high-priority matters together with: caliber of academics, principals, and different body of workers; caliber of lecture room instructing and studying; ability to serve susceptible teenagers and early life; promoting of family members and group engagement; and caliber and fairness of operations, administration, and amenities. As a part of the evaluate application, the Mayor's place of work should still produce an annual report back to the town at the prestige of the general public colleges, together with an research of tendencies and the entire underlying information. A Plan for comparing the District of Columbia's Public faculties means that D.C. have interaction neighborhood universities, philanthropic corporations, and different associations to strengthen and maintain an infrastructure for ongoing examine and evaluate of its public faculties. Any potent assessment application needs to be self sufficient of college and town leaders and aware of the wishes of all stakeholders. also, its study should still meet the top criteria for technical quality."--Publisher's description.
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Additional resources for A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence
5â†œThe districts were Aldine Independent School District, Texas; Boston, Massachusetts; Â�Garden Grove Unified School District, California; Long Beach Unified School District, California; and Norfolk, Virginia. org/ [accessed March 2011]. EDUCATION REFORM IN THE UNITED STATES 23 districts and schools in improving. The study concluded that the use of data on student learning, students’ demographic characteristics, school processes, and teacher perceptions allowed educators to identify problems and use professional development, and other interventions to solve them.
F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. , and Cheung, A. (2010). Effects of a Data-Driven District-Level Reform Model. Baltimore, MD: Johns Hopkins University Center for Data-Driven Reform in Education. A. (1991). Systemic School Reform. London, England: Falmer. P. (1998). The progress of standards-based reforms and the nonmonolithic nature of the local school district: Organizational and professional considerations. American Educational Research Journal, 35(1), 33-63.
A significantly wider range of information is required. 3. Although PERAA requires a specific evaluation, we interpret its purpose more broadly: to establish for the residents and leaders of DC a sustainable ongoing program of evaluation that provides reliable information they can use to continually improve the school system. 4. Although much attention has been focused on the actions of the mayor and chancellor who began the process of implementing PERAA, neither the provisions of the law nor their actions are likely to provide the principal explanations for all the changes in teaching, learning, and student progress.
A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence by National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools