ERIC Number: ED463566
Record Type: Non-Journal
Publication Date: 2001-Dec
Reference Count: N/A
Low-Performing Schools: So You've Identified Them--Now What? Policy Briefs.
This report provides information about how states identify schools that are not performing at expected levels and what some states have done to provide assistance in the improvement of these schools. Kentucky, North Carolina, and South Carolina share similarities in their approaches in that they spent time and effort in preparatory activities, developed comprehensive student testing systems that are highly correlated with state curriculum goals, and adopted a more rigorous standard of student performance than had been required under their previous testing systems. None rely exclusively on test scores for assessing schools. All schools rely on the expertise of educators from outside the low-performing school's home district to bring about improvements. All emphasize local capacity building as a primary ingredient in helping low-performing schools become successful. Policymakers need to be clear about the goals they set for school improvement, need to provide time for schools to bring about significant improvements, and support staff development. They can create strategies at the state, local, and school levels for bringing about school improvement, should recognize the value--but insufficiency--of short-term success, and recognize that school success rests on the power and skill of educators. (Contains 14 references.) (RT)
Descriptors: Educational Assessment, Educational Improvement, Elementary Secondary Education, School Effectiveness, School Support, State School District Relationship, Strategic Planning
AEL, Inc., P.O. Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free). For full text: http://www.ael.org.
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: AEL, Inc., Charleston, WV.