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ERIC Number: EJ759500
Record Type: Journal
Publication Date: 2005-May-4
Pages: 1
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0277-4232
Struggling Schools Get Lessons in Benchmarking
Olson, Lynn
Education Week, v24 n34 p24 May 2005
During workshops held in March and April of 2005, Michigan educators got a lesson in how to benchmark their work against promising practices in higher-performing schools with similar socioeconomic profiles. Teams of teachers, educational supervisors, and principals from 13 elementary and middle schools that had been struggling to make adequate yearly progress under the federal No Child Left Behind Act were in attendance. Using Standard & Poor's School Evaluation Services' customized data analysis, they completed a self-assessment and identified schools that have higher performance on state tests, despite serving similar student populations. Participating schools are now partnering with one or more of the higher-performing sites to identify promising practices--in curriculum, instruction, assessment, and other areas--that are worth adapting or replicating. School improvement teams will attend a follow-up workshop to document their study's findings and submit their plans to carry out the practices that have emerged.
Editorial Projects in Education. 6935 Arlington Road Suite 100, Bethesda, MD 20814-5233. Tel: 800-346-1834; Tel: 301-280-3100; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001