ERIC Number: ED446394
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Making Schools Smarter: A System for Monitoring School and District Progress. Second Edition.
Leithwood, Kenneth; Aitken, Robert; Jantzi, Doris
Strategic planning, accountability, and restructuring efforts often exacerbate targeted problems because the accurate information required for success is unavailable. This document offers a model monitoring system for utilizing important information by schools and districts. Part 1, "Basic Assumptions About Schools and Districts," explores how assumptions shape data collection and analysis, and promotes an organizational learning perspective sensitive to the scope of needed changes, the processes people need to meet goals, and the need to generate quality information. Part 2, "Educational Inputs and Outcomes," examines resource inputs, indicators and measures, and rationales for immediate and long-term outcome monitoring. Part 3, "Critical Process and Conditions," investigates several critical factors, including goals and organizational culture; planning, managing, leading, and instructing; organizational structure, information collection, and decision-making; and policies, procedures, and community partnerships. Part 4, "Gathering and Using School and District Monitoring Information," offers surveys and exhibits assisting schools and districts that aim to implement the described monitoring systems. (Contains 132 references.) (TEJ)
Descriptors: Data Analysis, Educational Improvement, Elementary Secondary Education, Evaluation Methods, Evaluation Utilization, Information Systems, Input Output Analysis, Organizational Communication, School Districts
Corwin Press, Inc., A Sage Publications Company, 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7505-5, $32.95). Tel: 805-499-9734; Fax: 800-4-1-SCHOOL; e-mail: firstname.lastname@example.org; Web site: http://www.corwinpress.com.
Publication Type: Books; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A