ERIC Number: ED419301
Record Type: Non-Journal
Publication Date: 1998-May
Reference Count: N/A
Turning Around Low-Performing Schools: A Guide for State and Local Leaders.
Doherty, Kathryn; Abernathy, Sarah
This guide describes various strategies that states and districts are pursuing to help turn around low-performing schools and raise expectations for all students. Strategies include helping schools gain control of the learning environment, concentrating resources and efforts on providing students with challenging curricula and high-quality instruction, providing services to ensure school readiness, creating a professional development program aligned with curricular content and focused on instructional improvement, and helping schools implement comprehensive school reform programs. It is also important to build underachieving schools' organizational capacity by ensuring strong school leadership, promoting policies that encourage teacher commitment to reform, using resources strategically, helping schools use performance data to drive improvement, involving the community, and providing incentives for change and support for innovation. Initiatives in New York State, Chicago, and San Francisco provide successful examples. President Clinton has also suggested initiatives to improve student achievement, including educational opportunity zones, reduced class size, the America Reads Challenge, 21st Century Community Learning Centers, and a school construction initiative to modernize buildings and alleviate overcrowding. (Includes a list of government documents and 800 numbers, 22 endnotes, a bibliography of 54 references, and an executive summary.) (MLH)
Descriptors: Academic Standards, Accountability, Change Strategies, Educational Environment, Educational Improvement, Elementary Secondary Education, School Districts, State Action, Teacher Expectations of Students
Phone: 1-800-USA-LEARN; Internet: www.ed.gov.
Publication Type: Guides - Non-Classroom; Reports - Evaluative
Education Level: N/A
Audience: Administrators; Policymakers; Practitioners
Authoring Institution: Department of Education, Washington, DC.