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ERIC Number: ED482362
Record Type: RIE
Publication Date: 2003
Pages: 86
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-1-931762-25-2
ISSN: N/A
Supporting School Improvement: Lessons from Districts Successfully Meeting the Challenge.
Cawelti, Gordon; Protheroe, Nancy
This report synthesizes the findings of four studies that focused on school districts as the center of focus for school-improvement efforts. The studies did not examine school systems that had been high performing for a long time; rather, they took their data from districts serving high percentages of students who typically struggle but were improving. A chapter is devoted to a summary of each of the four studies. Each study differed in scope and methodology, but the results identified some elements common to most of the improvement efforts: (1) State accountability programs drove the change efforts; (2) superintendents accepted the role of leaders of reform; (3) change efforts took a systems approach; (4) there was an emphasis on curriculum and instruction; (5) resources were shifted to support improvement efforts; (6) principals and teachers were held accountable for student improvement; (7) research data were used to inform decisions; (8) more time was allotted for teacher and staff collaboration; (9) professional development of staff was used to support instructional improvement; and (10) the central office provided support for school-based efforts. Although intentionally research based, the report is intended to act as a guide to action. (Contains 29 references.) (WFA)
Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock No. 0530; nonsubscriber, $28; comprehensive subscriber, $14; individual subscriber, $21; quantity discounts available). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org.
Publication Type: Books; Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: Educational Research Service, Arlington, VA.