ERIC Number: ED520573
Record Type: Non-Journal
Publication Date: 2009-Oct
Reference Count: 11
District-Driven Success: Research and Implications for Large-Scale Reform. Implications from UCEA
O'Doherty, Ann; Young, Michelle D.
University Council for Educational Administration
Research on how to improve the quality of education for all students and reduce academic achievement gaps has primarily focused on individual schools (Fullan, Bertani, & Quinn, 2004). In contrast, the research published on successful district-driven strategies and processes has been comparatively sparse (Honig & Copland, 2008). To sustain long-term innovation, systems must change (Simmons, 2006) and researchers have begun to focus on district-driven reform efforts which have led to increases in student achievement (Cuban & Usdan, 2003). Key elements found to have contributed to district-driven success initiatives have been identified through several studies (Cawelti, 2001; Green & Etheridge, 2001; Kim & Crasco, 2006; Snipes & Casserly, 2004; Skrla, Scheurich, & Johnson, 2000; Togneri & Anderson, 2003). This paper discusses: (1) why district-driven success should be studied; (2) what research revealed about district-driven reform efforts that have contributed to improved student achievement results; and (3) the implications of a successful district-driven reform.
Descriptors: Academic Achievement, Educational Change, School Districts, Change Strategies, Educational Improvement, Achievement Gap, Evidence, Best Practices, Research Needs, Educational Administration
University Council for Educational Administration. Curry School of Education 405 Emmet Street, P.O. Box 400265, Charlottesville, VA 22904. Tel: 434-924-6137; Fax: 434-924-3866; e-mail: email@example.com; Web site: http://www.ucea.org
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: University Council for Educational Administration