NotesFAQContact Us
Search Tips
ERIC Number: ED478495
Record Type: Non-Journal
Publication Date: 2003-Feb
Pages: 28
Abstractor: N/A
Reference Count: N/A
Benchmarking to the Best: A Comparative Study of School District Improvement of Student Achievement.
To determine what the school district needed to do to meet the requirements of the No Child Left Behind Act and to continue to provide the best programs for students, the Edina Public Schools, Minnesota, conducted a comparative study of improvement of student achievement. The study was based on surveys and interviews, analyses of survey data, and group discussion about a number of key areas related to elementary and secondary education. The study was conducted in metropolitan school districts in the Edina area and in three other school districts selected because of the improved overall school achievement on the Minnesota Comprehensive Assessments (MCA). In addition to survey data, data on 5-year MCA scores, average improvement rates using the linear regression analyses, district demographics, teacher characteristics, and the percentage of first year teachers were collected from the state databases. After reviewing all the data, the study committee identified these strategies for effective practice: (1) provide intensive and explicit instruction to students in reading and mathematics; (2) develop clear achievement goals; (3) align districtwide curriculum, instruction, and assessments; (4) provide additional and progressively intensive intervention programs for low-achieving students; (5) expand training and support to teachers in the use of assessment data; (6) develop concrete accountability systems; and (7) provide an appropriate amount of preparation for the MCA tests. (Contains 11 tables.) (SLD)
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001