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Full-Text Articles in Education
Radical Inclusion: An Engagement Model For Accountability Redesign, Natalie Neris
Radical Inclusion: An Engagement Model For Accountability Redesign, Natalie Neris
Dissertations
To ensure that Chicago Public Schools’ school accountability policy is equitable and representative of the insights and perspectives of those most impacted, this study advocates for CPS to enact a Radically Inclusive Stakeholder Engagement (RISE) policy to enforce a more inclusive policy redesign process. This policy advocacy document examines the history of school accountability through five intersecting domains: education, economics, social context, political context and moral/ethical considerations. Reflecting on my experience as a third-generation CPS student, a CPS parent, former teacher and school leader, I challenge the reader to consider the intention and impact of school accountability on Chicago’s students …
Differentiating The Principal Evaluation: Policy Advocacy Document, Kimberly Harper-Young, Kimberly Harper-Young
Differentiating The Principal Evaluation: Policy Advocacy Document, Kimberly Harper-Young, Kimberly Harper-Young
Dissertations
High-quality school leadership is pertinent to improving school performance and raising student achievement. Research supports that the impact of leadership is most significant in schools with the greatest needs (Clifford & Ross, 2012). Further, research suggests that leadership is the second most important factor impacting student achievement (Mitgang, 2013). This policy advocates for Chicago Public School (CPS) District 299 to implement a policy that differentiates Principal Evaluation. Implementing this policy could create a more equitable evaluation system to support, hire, and retain effective leadership in every school in Chicago. Creating a policy to support the implementation of a principal evaluation …
Policy Advocacy: Adoption The 4 C’S Rubrics Into Illinois Vision 20/20, Michael Marassa
Policy Advocacy: Adoption The 4 C’S Rubrics Into Illinois Vision 20/20, Michael Marassa
Dissertations
The focus of this policy advocacy is to add evaluation language to the Illinois Vision 20/20 policy specific to 21st Century Learning. The Illinois Vision 20/20 policy pillar of 21st Century Learning already identifies that students in Illinois develop skills of critical thinking, creativity, communication, and collaboration. The policy does not provide an explanation for school districts on how to achieve this goal. This policy advocacy adds language to the 21st Century Learning pillar through rubrics. These rubrics, specific to the skills described above and referenced throughout this dissertation as the 4 C’s, provide standard definitions for each of these …
Advocating For The Need Of A College And Career Readiness Preparation Accountablity Policy, Mellodie Brown
Advocating For The Need Of A College And Career Readiness Preparation Accountablity Policy, Mellodie Brown
Dissertations
This proposed policy advocates for Chicago Public Schools (CPS) to adopt a College and Career Readiness Preparation Accountability Policy wherein CPS sets district-wide criteria and structures for student college and career readiness at every grade level and ensures that resources and supportive services are available for its most at-risk students in underperforming schools. Also, it is important that CPS recognize the limited capacity of its teachers to transition students toward meeting Common Core State Standards. This can be addressed through professional development aligned to a proposed matrix for college and career readiness for all students. Supplemental funds are needed to …
Lunch Tutoring In One High School’S Regular Daily Schedule: A Policy Advocacy Document., Agnes Ghansah, Agnes Ghansah Ed.D.
Lunch Tutoring In One High School’S Regular Daily Schedule: A Policy Advocacy Document., Agnes Ghansah, Agnes Ghansah Ed.D.
Dissertations
This project discusses capacity-building steps for reconfiguring a school culture as a learning community that values the potential of student and teacher school day time for effective, beyond the classroom, academic support. Stakeholders efficiently leverage all available time for highly engaged, innovative learning in a variety of interconnected contexts as a means for improving student-learning gains. The proposed policy centers on an initial pilot implementation of lunchtime tutoring, yet furthermore, the policy overall provides a way of looking at the school day as a valued time resource that has the potential to support student achievement success within an interconnected, flexible, …
Modifying Board Policy On Attendance For Alternative High School Students: A Policy Advocacy Document, Janine E. Gruhn
Modifying Board Policy On Attendance For Alternative High School Students: A Policy Advocacy Document, Janine E. Gruhn
Dissertations
This proposed policy advocates for students in alternative high school programs to have flexible school day schedules according to Illinois State Board of Education compulsory attendance laws. Students in alternative high school programs are often referred for chronic truancy. Most school board policies state that all students need to attend school for the entire 300 minutes of the instructional day because when students do not attend for a full day or a half-day (150 minutes) the district is penalized in the amount of general state aid. This is all too often the case with students enrolled in a district’s high …
Culturally Responsive Policy In An Urban Headstart Program, Tanya M. Johnson
Culturally Responsive Policy In An Urban Headstart Program, Tanya M. Johnson
Dissertations
The purpose of this Culturally Responsive policy is to provide a framework for implementing and enhancing cultural responsiveness in an urban Head Start program. By increasing awareness of culturally responsiveness and providing on-going professional development and resources, the policy will have a significant impact on ensuring that staff are prepared and supported in the implementation of culturally responsive best practices. The policy maintains that culturally responsive pedagogy facilitates and supports the achievement of all students. Teachers must create a culture where all students regardless of their cultural background are welcomed and provided with the best opportunity to learn.
Addressing The Achievement Gap In Pinellas County Schools: School Improvement Plan Compliance Of Listing And Implementing Interventions, Melissa Porter
Addressing The Achievement Gap In Pinellas County Schools: School Improvement Plan Compliance Of Listing And Implementing Interventions, Melissa Porter
Dissertations
The focus of this research revolved around the achievement gap which exists among Blacks and non-Blacks in Pinellas County Schools. The problem that I addressed was whether or not the strategies listed in the School Improvement Plan were actually being implemented within the classrooms and whether or not those strategies were academically effective to assist Black students. The method I used to determine implementation and effectiveness was through the use of surveys distributed to parents, students, teachers, and administrators. The results of the surveys revealed which strategies were being used and were the most effective within the classrooms. In conclusion, …
Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document, Lesley S. Roberts
Creating A Comprehensive Supportive Policy That Provides Equal Educational Access For The Mentally Ill Student: A Policy Advocacy Document, Lesley S. Roberts
Dissertations
The purpose of this policy advocacy document is to create a comprehensive policy supporting the education of students with mental illness disorders. Critical issues of school attendance, credit recovery, reintegration, and staff professional development formed the four parts of the policy statement. An examination of critical issues impacting students with mental illness, as well as an analysis of the educational, economic, social, political, moral, and ethical issues were used to inform the creation of this policy. Stafford High School in Stafford School District (psuedonym) is highlighted as an implementer of the proposed policy, as as a model for other districts …