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Full-Text Articles in Education

Building District Capacity For System-Wide Instructional Improvement In Stamford Public Schools, Matthew Riggan, Ryan Fink Dec 2013

Building District Capacity For System-Wide Instructional Improvement In Stamford Public Schools, Matthew Riggan, Ryan Fink

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Stamford Public Schools (SPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how SPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study focused on a single, overarching question: to what extent has SPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?


Building District Capacity For System-Wide Instructional Improvement In Cincinnati Public Schools, Cecile Sam, Matthew Riggan Dec 2013

Building District Capacity For System-Wide Instructional Improvement In Cincinnati Public Schools, Cecile Sam, Matthew Riggan

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Cincinnati Public Schools (CPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how CPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study during Phase Two focused on a single, overarching question: to what extent has CPS central office adopted and institutionalized the seven core principles of Developing Futures ...


Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan A. Supovitz, Daniella Hall, Bobbi Newman Dec 2013

Evaluation Of The Ge Foundation-Supported Demonstration Schools Initiative In Milwaukee Public Schools, Sy 2012-2013, Cecile Sam, Anne Darfler, Jonathan A. Supovitz, Daniella Hall, Bobbi Newman

CPRE Working Papers

The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions:

  1. How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation?
  2. Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS?

This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than ...


Building District Capacity For System-Wide Instructional Improvement In Erie Public Schools, Matthew Riggan, Ryan Fink, Cecile Sam, Anne Darfler Dec 2013

Building District Capacity For System-Wide Instructional Improvement In Erie Public Schools, Matthew Riggan, Ryan Fink, Cecile Sam, Anne Darfler

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Erie Public Schools (EPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how EPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study during Phase Two focused on a single, overarching question: to what extent has EPS central office adopted and institutionalized the seven core principles of Developing Futures ...


Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler Nov 2013

Evaluation Of The Ge Foundation-Supported Coaching & Demonstration Schools Initiative In Erie Public Schools, Sy 2012-2013, Jonathan A. Supovitz, Cecile Sam, Bobbi Newman, Anne Darfler

CPRE Working Papers

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation’s (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative— the Coaching Initiative—using a cadre of instructional coaches in ...


Examining High And Low Value-Added Mathematics Instruction: Can Expert Observers Tell The Difference, Heather C. Hill, David Blazar, Andrea Humez, Erica Litke, Mary Beisiegel, Johanna Barmore, Mark Chin, Douglas Corey, Sara Roesler, Lucas R. Salzman, David Braslow, Samantha Rabinowicz Nov 2013

Examining High And Low Value-Added Mathematics Instruction: Can Expert Observers Tell The Difference, Heather C. Hill, David Blazar, Andrea Humez, Erica Litke, Mary Beisiegel, Johanna Barmore, Mark Chin, Douglas Corey, Sara Roesler, Lucas R. Salzman, David Braslow, Samantha Rabinowicz

CPRE Working Papers

The question of how to measure effective teachers and teaching has long been of interest to policymakers and school leaders. While recent policy initiatives have focused on the use of value-added measures (VAM) to assess teacher quality, there is a much longer tradition of using observations of practice to make such determinations. However, empirical evidence suggests these two indicators often identify different sets of teachers as effective. For example, the Measures of Effective Teaching project finds low correlations between teachers’ VAM scores and their quality of instruction as measured by observational metrics. Studies with the explicit intent of identifying differences ...


Building District Capacity For System-Wide Instructional Improvement In Jefferson County Public Schools, Anne Darfler, Matthew Riggan Sep 2013

Building District Capacity For System-Wide Instructional Improvement In Jefferson County Public Schools, Anne Darfler, Matthew Riggan

CPRE Working Papers

This report summarizes findings from one component of the Consortium for Policy Research in Education’s (CPRE) evaluation of the General Electric Foundation’s (GEF) Developing FuturesTM in Education program in Jefferson County Public Schools (JCPS). The purpose was to closely analyze the district’s capacity to support system-wide instructional improvement. To understand how JCPS, one of the four Developing FuturesTM districts that were examined, built capacity for system-wide instructional improvement, our study focused on a single, overarching question: to what extent has JCPS central office adopted and institutionalized the seven core principles of Developing FuturesTM?


Neuroscience For Educators: What Are They Seeking, And What Are They Finding?, Cayce J. Hook, Martha J. Farah Aug 2013

Neuroscience For Educators: What Are They Seeking, And What Are They Finding?, Cayce J. Hook, Martha J. Farah

Neuroethics Publications

What can neuroscience offer to educators? Much of the debate has focused on whether basic research on the brain can translate into direct applications within the classroom. Accompanying ethical concern has centered on whether neuroeducation has made empty promises to educators. Relatively little investigation has been made into educators’ expectations regarding neuroscience research and how they might find it professionally useful. In order to address this question, we conducted semi-structured interviews with 13 educators who were repeat attendees of the Learning & the Brain conferences. Responses suggest that ‘brain based’ pedagogical strategies are not all that is sought; indeed, respondents were more often drawn to the conference out of curiosity about the brain than a desire to ...


Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta Aug 2013

Evaluation Of The I3 Scale-Up Of Reading Recovery | Year One Report, 2011-12, Henry May, Abigail M. Gray, Jessica Gillespie, Philip M Sirinides, Cecile Sam, Heather Goldsworthy, Michael Armijo, Namrata Tognatta

CPRE Research Reports

Reading Recovery (RR) is a short-term early intervention designed to help the lowest-achieving readers in first grade reach average levels of classroom performance in literacy. Students identified to receive Reading Recovery meet individually with a specially trained Reading Recovery (RR) teacher every school day for 30-minute lessons over a period of 12 to 20 weeks. The purpose of these lessons is to support rapid acceleration of each child’s literacy learning. In 2010, The Ohio State University received a Scaling Up What Works grant from the U.S. Department of Education’s Investing in Innovation (i3) Fund to expand the ...


How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell Aug 2013

How State Education Agencies Acquire And Use Research In School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell

CPRE Policy Briefs

Over the last two decades, state and federal laws and grant programs, such as state accountability polices, the No Child Left Behind Act (NCLB), Race to the Top, Title I School Improvement Grants, and State Longitudinal Data System Grants, have given state education agencies (SEAs) considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, they have pressed SEAs and school districts to incorporate research-based school improvement policies and practices in their statewide systems of support for low-performing schools, technical assistance for districts, professional development for teachers, and school improvement programs. Policymakers have urged ...


The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan Jul 2013

The Lived Experience Of Standards Implementation In New York City Schools, 2011, Heather Goldsworthy, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

The College and Career Readiness Standards, referred to as the Common Core Learning Standards (CCLS) in New York City, are increasingly the focus of educational reform efforts across the United States. Each year for the past several years, the New York City Department of Education (NYCDOE) has created a set of focusing expectations for schools in order to guide their engagement with the CCLS. In the 2011-12 school year, which is the focus of this report, the New York Citywide Instructional Expectations (CIEs) asked schools to engage in two central activities. First, teachers in grade levels or subject areas were ...


Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides Jun 2013

Task: A Measure Of Learning Trajectory-Oriented Formative Assessment, Jonathan A. Supovitz, Caroline Brayer Ebby, Philip M Sirinides

CPRE Research Reports

This interactive electronic report provides an overview of an innovative new instrument developed by CPRE researchers to authentically measure teachers’ formative assessment practices in mathematics. The Teacher Analysis of Student Knowledge, or TASK, instrument assesses mathematics teachers’ knowledge of formative assessment and learning trajectories, important components of the instructional knowledge necessary to teach to the high expectations of the Common Core State Standards (CCSS).

Researchers found that the majority of teachers of mathematics in grades K-10 in urban and urban fringe districts focused on their students' procedural skills rather than their conceptual understandings, indicating that there is significant room for ...


The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May Apr 2013

The Impact Of The Ge Foundation Developing Futures In Education Program On Mathematics Performance Trends In Four Districts, Philip M Sirinides, Jonathan A. Supovitz, Namrata Tognatta, Henry May

CPRE Research Reports

Beginning in 2005, the GE Foundation initiated a commitment of expertise and financial resources to a set of urban school districts to improve public education and enhance student achievement in mathematics and science. With strong emphasis on stakeholder engagement, the GE Foundation’s Developing FuturesTM in Education program pursued a strategy of: (1) facilitating school board, union, and district leaders to work together to articulate system goals and priorities; (2) helping district leaders to build systemic change processes and develop internal-management capacity; and (3) supporting district science and mathematics initiatives through materials alignment, coaching, professional development, and other capacity-building measures ...


Getting The Best People Into The Toughest Jobs, Allan Odden Apr 2013

Getting The Best People Into The Toughest Jobs, Allan Odden

CPRE Research Reports

It is indisputable that teachers and principals have the greatest impact on student learning. Unfortunately, the education system has hired and tenured thousands of ineffective teachers and principals, particularly in high-poverty urban and rural schools. As a consequence, these schools have low levels of student learning.

To remedy this problem, the nation is engaged in multiple activities to get effective teachers into all classrooms and effective principals into all schools through more “strategic management” of education talent. Strategic talent management is an approach that manages all human resource programs—recruitment, selection, placement, development, evaluation, tenure, promotion, dismissal, and compensation—around ...


Improving Policies And Programs For Educational Quality: An Example From The Use Of Learning Assessments, Daniel A. Wagner Jan 2013

Improving Policies And Programs For Educational Quality: An Example From The Use Of Learning Assessments, Daniel A. Wagner

Book Chapters (Literacy.org)

It is early morning in Kahalé village, about 45 kilometers from the capital city. It has been raining again, and the water has been flowing off the tin corrugated roof of the one-room schoolhouse at the center of the village. The rain makes it difficult for Monsieur Mamadou, a teacher, to get to his school on this Monday morning, as the rural taxi keeps getting stuck in the mud, forcing the six other passengers to help the driver get back on the road to the village. Once at school, Monsieur Mamadou waits for his school children to arrive. At 9 ...


Introduction To Preparing Today's Students For Tomorrow's Jobs In Metropolitan America, Laura W. Perna Jan 2013

Introduction To Preparing Today's Students For Tomorrow's Jobs In Metropolitan America, Laura W. Perna

GSE Publications

Although disagreeing about how much of an increase is requred, most scholars agree that the United States must raise the educational attainment of its population in order to meet the knowledge requirements of future jobs (see Zumeta 2010 for a discussion of this debate). In Help Wanted: Projections of Jobs and Education Requirements through 2018, Anthony Carnevale, Nicole Smith, and Jeff Strohl (2010) attempt to quantify this need. They project that, by 2018, about two-thirds (63 percent) of all jobs (including both new and replacement jobs) will require at least some postsecondary education or training, up from 59 percent in ...