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ERIC Number: ED511831
Record Type: Non-Journal
Publication Date: 2010-Apr
Pages: 36
Abstractor: ERIC
Reference Count: 34
ISBN: N/A
ISSN: N/A
Turning around, Transforming, and Continuously Improving Schools: Federal Proposals Are Still Based on a Two- Rather than a Three- Component Blueprint. A Center Policy Brief
Center for Mental Health in Schools at UCLA
As Secretary Arne Duncan recognizes, turning around schools that are not doing well is a formidable task. It is also a task about which many ambiguities and controversies swirl. Given all the uncertainties associated with turning around, transforming, and continuously improving schools, it is essential to keep analyzing deficiencies in blueprints and roadmaps guiding policy and practice. Such analyses are especially important with respect to low performing and failing schools. The focus of this report is on how current federal policy and practice mainly tinkers with the need to directly address barriers to learning and re-engage disconnected students. It underscores that the reason for this is that these concerns are marginalized. And the marginalization stems from the two-component framework that dominates school improvement thinking. Appended are: (1) Rationales and Recommended Practices Offered for the Federal Turnaround Models; (2) Details About the Federal Turnaround Models; and (3) Examples of "Content" Arenas for a Component to Address Barriers to Learning. (Contains 5 exhibits.)
Center for Mental Health in Schools at UCLA. Department of Psychology, Franz Hall, 405 Hilgard Avenue, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Health Resources and Services Administration (DHHS/PHS), Maternal and Child Health Bureau
Authoring Institution: University of California, Los Angeles, Center for Mental Health in Schools