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Educational Assessment, Evaluation, and Research

CPRE Research Reports

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Full-Text Articles in Education

Strategies For Strengthening The Technical Workforce: A Review Of International Evidence, Katharine M. Conn Phd, Elizabeth H. Park, Wakasa Nagakura Phd, Sherihan Khalil, Thomas Corcoran Jun 2017

Strategies For Strengthening The Technical Workforce: A Review Of International Evidence, Katharine M. Conn Phd, Elizabeth H. Park, Wakasa Nagakura Phd, Sherihan Khalil, Thomas Corcoran

CPRE Research Reports

Numerous countries suffer from a shortage of technicians and skilled workers, particularly in the STEM fields (science, technology, engineering, and mathematics), due to a mismatch between the skills and interests of the students graduating from or leaving the current education system and the needs of the labor market. Often, parents and students place a high priority on entering and completing university, and as a consequence, many students pursue academic education in secondary schools in order to gain entrance to university, only to find themselves entering the job market lacking the skills they need for employment and advancement. Further, in some ...


Learning About New Demands In Schools: Considering Algebra Policy Environments (Landscape), Michael D. Steele, Janine Remillard, John Y. Baker, Lindsay M. Keazer, Beth Herbel-Eisenmann Apr 2016

Learning About New Demands In Schools: Considering Algebra Policy Environments (Landscape), Michael D. Steele, Janine Remillard, John Y. Baker, Lindsay M. Keazer, Beth Herbel-Eisenmann

CPRE Research Reports

The past three decades in mathematics education policy and research have seen a considerable focus on algebra and its place in secondary schools. Access to and success in the first high school course, most often termed Algebra I, has been framed as a civil rights issue, a harbinger of college success, and a lynchpin to global competitiveness. Policymakers have targeted access to Algebra I through universal enrollment policies at specific grade levels, while educational researchers and policy analysts have investigated the efficacy of such policies in improving student outcomes.


Reading Recovery: An Evaluation Of The Four-Year I3 Scale-Up, Henry May, Philip M Sirinides, Abigail Gray, Heather Goldsworthy Mar 2016

Reading Recovery: An Evaluation Of The Four-Year I3 Scale-Up, Henry May, Philip M Sirinides, Abigail Gray, Heather Goldsworthy

CPRE Research Reports

CPRE released its evaluation of one of the most ambitious and well-documented expansions of a U.S. instructional curriculum. The rigorous independent evaluation of the Investing in Innovation (i3) scale-up of Reading Recovery, a literacy intervention for struggling first graders, was a collaboration between CPRE and the Center for Research on Education and Social Policy (CRESP) at the University of Delaware.

The CPRE/CRESP evaluation revealed that students who participated in Reading Recovery significantly outperformed students in the control group on measures of overall reading, reading comprehension, and decoding. These effects were similarly large for English language learners and students ...


Parallel Play In The Education Sandbox: The Common Core And The Politics Of Transpartisan Coalitions, Patrick Mcguinn, Jonathan A. Supovitz Jan 2016

Parallel Play In The Education Sandbox: The Common Core And The Politics Of Transpartisan Coalitions, Patrick Mcguinn, Jonathan A. Supovitz

CPRE Research Reports

In Parallel Play in the Education Sandbox: The Common Core and the Politics of Transpartisan Coalitions,” Patrick McGuinn and Jonathan Supovitz examine the successes and limits of transpartisan opposition to Common Core. What are the lessons of the Common Core fight for education policy? Are there lessons applicable to other fragile areas of bipartisan cooperation? This report is the third in a series of New Models of Policy Change case studies published by New America.


An Inquiry Into Pennsylvania’S Keystone Stars: Research Report, Philip M Sirinides, John Fantuzzo, Whitney A Leboeuf, Katherine M Barghaus, Ryan Fink Nov 2015

An Inquiry Into Pennsylvania’S Keystone Stars: Research Report, Philip M Sirinides, John Fantuzzo, Whitney A Leboeuf, Katherine M Barghaus, Ryan Fink

CPRE Research Reports

A team from the University of Pennsylvania was funded by the William Penn Foundation to conduct an inquiry of Keystone STARS. The goal of this inquiry was to provide a broad look at Keystone STARS to inform future revisions and evaluation of the system as part of Pennsylvania’s Race to the Top Early Learning Challenge grant (2013-2018). The inquiry focused on providing an overarching look at Keystone STARS with respect to three major areas and presents a detailed review of the data and findings for each of the three aspects:

  1. Child outcomes: examining the relations between Keystone STARS and ...


Changing Classroom Practice: The Evaluation Of The School Network Learning Project In Jordan, Jaunelle Pratt-Williams, Thomas Cocoran May 2015

Changing Classroom Practice: The Evaluation Of The School Network Learning Project In Jordan, Jaunelle Pratt-Williams, Thomas Cocoran

CPRE Research Reports

In 2007, the Columbia University Middle East Research Center (CUMERC), with the support and patronage of Her Majesty Queen Rania Al Abdullah, facilitated the founding of the Queen Rania Teacher Academy (QRTA) to help advance education in Jordan and throughout the Middle East. Through CUMERC, QRTA and Teachers College, Columbia University (TC) formed a new partnership whose goal was to use high quality in-service training to improve the quality of the public schools in Jordan. The Consortium for Policy in Education at TC (CPRE) took on this work and began collaborating with QRTA to engage current educators in the adoption ...


Evaluation Of The I3 Scale-Up Of Reading Recovery | Year Two Report, 2012-13, Henry May, Heather Goldsworthy, Michael Armijo, Abigail M. Gray, Philip M Sirinides, Toscha J. Blalock, Helen Anderson-Clark, Andrew J. Schiera, Horatio Blackman, Jessica Gillespie, Cecile Sam Dec 2014

Evaluation Of The I3 Scale-Up Of Reading Recovery | Year Two Report, 2012-13, Henry May, Heather Goldsworthy, Michael Armijo, Abigail M. Gray, Philip M Sirinides, Toscha J. Blalock, Helen Anderson-Clark, Andrew J. Schiera, Horatio Blackman, Jessica Gillespie, Cecile Sam

CPRE Research Reports

Reading Recovery 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 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 Investing in Innovation (i3) Fund to expand the use of Reading ...


State Education Agencies' Acquisition And Use Of Research Knowledge For School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell, Ryan Fink, Anthony Tuf Francis Sep 2013

State Education Agencies' Acquisition And Use Of Research Knowledge For School Improvement Strategies, Margaret E. Goertz, Carol Barnes, Diane Massell, Ryan Fink, Anthony Tuf Francis

CPRE Research Reports

Over the last 20 years, state education agencies (SEAs) have been given considerably more responsibilities for directing and guiding the improvement of low-performing schools. At the same time, federal policies strongly pressed SEAs to use research to design these supports. Very few studies have explored the SEA as an organization, or its role in accessing and using research. Likewise, few, if any, have studied the role of social networks in the organization and flow of information in SEAs. This exploratory study was designed to fill those gaps by examining where and how a purposive sample of three SEAs searched for ...


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 ...


Apples And Oranges: Comparing The Backgrounds And Academic Trajectories Of International Baccalaureate (Ib) Students To A Matched Comparison Group, Henry May, Awilda Rodriguez, Philip M Sirinides, Laura W. Perna, April L Yee, Tafaya S. Ransom Aug 2013

Apples And Oranges: Comparing The Backgrounds And Academic Trajectories Of International Baccalaureate (Ib) Students To A Matched Comparison Group, Henry May, Awilda Rodriguez, Philip M Sirinides, Laura W. Perna, April L Yee, Tafaya S. Ransom

CPRE Research Reports

This report presents findings from a retrospective study of the academic histories of International Baccalaureate (IB) students and other students in the state of Florida. The IB Diploma Program is an internationally recognized college-preparatory curriculum designed to provide students with a rigorous and comprehensive academic experience. IB has grown dramatically in recent years and is thought by many to be among the best college-preparatory programs in existence. As such, there is tremendous interest in the potential impacts of IB, but any attempts to examine those impacts must deal with selection bias that results from the voluntary participation of schools ...


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 ...


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 ...


The State Of Teacher Evaluation Reform, Patrick Mcguinn Nov 2012

The State Of Teacher Evaluation Reform, Patrick Mcguinn

CPRE Research Reports

As highlighted in recent news reports, many states are struggling to implement their new teacher-evaluation systems and most of the Race to the Top winners have asked to extend their timetables for completing this work. This paper, written by CPRE’s Patrick McGuinn for the Center for American Progress, offers an assessment of how early adopter states’ departments of education have understaken the preparation and implementation of new evaluation systems. It also identifies challenges and lessons that can be used to guide future reform efforts in this area.


Building A Foundation For School Leadership: An Evaluation Of The Annenberg Distributed Leadership Project, 2006-2010, Jonathan A. Supovitz, Matthew Riggan Aug 2012

Building A Foundation For School Leadership: An Evaluation Of The Annenberg Distributed Leadership Project, 2006-2010, Jonathan A. Supovitz, Matthew Riggan

CPRE Research Reports

Leading school change is a challenging endeavor. Successful leadership requires strategic and sustained effort, particularly in the shifting and uncertain environment of urban public schools. The concept of distributed leadership—in which multiple actors tackle the challenges of school leadership in concert—is a promising way to strengthen professional practice and thereby improve the educational experiences of all students. The Annenberg Distributed Leadership (DL) project was one of the first efforts in the nation to deliberately take on the challenge of designing and implementing a concerted effort to build distributed leadership capacity in a diverse set of urban schools to ...


Developing Learning Progressions In Support Of The New Science Standards: A Rapid Workshop Series, Aaron Rogat Nov 2011

Developing Learning Progressions In Support Of The New Science Standards: A Rapid Workshop Series, Aaron Rogat

CPRE Research Reports

The hypothetical learning progressions presented here are the products of the deliberations of two working groups of science education researchers, each group also including a state science curriculum supervisor, organized by the Consortium for Policy Research in Education (CPRE),with support from the National Science Foundation. Their charge was to produce hypothetical learning progressions describing the pathways students might be expected to follow as they acquire deep understanding of two of the core learning goals set by the National Research Council’s (NRC) Committee on a Conceptual Framework for the New K-12 Science Education Standards. The goals in question address ...


Growing School Networks For Instructional Improvement In Jordan, 2009-2010, Marian A. Robinson Aug 2011

Growing School Networks For Instructional Improvement In Jordan, 2009-2010, Marian A. Robinson

CPRE Research Reports

In the last decade, the Hashemite Kingdom of Jordan has made a substantial commitment to improving the quality of its public education system. The main vehicle for this work has been the Education Reform for Knowledge Economy (ERfKE) initiative. To date, key investments have been made in early childhood education, school infrastructure, technology, and curriculum development. The emphasis has been placed on the development of skills essential to Jordan’s emerging knowledge economy and the use of technology both as a skill set and a delivery platform for the new curriculum. The second phase of this initiative, ERfKE II, which ...


Learning Trajectories In Mathematics: A Foundation For Standards, Curriculum, Assessment, And Instruction, Phil Daro, Frederic A. Mosher, Thomas B. Corcoran Jan 2011

Learning Trajectories In Mathematics: A Foundation For Standards, Curriculum, Assessment, And Instruction, Phil Daro, Frederic A. Mosher, Thomas B. Corcoran

CPRE Research Reports

Learning Trajectories in Mathematics: A Foundation for Standards, Curriculum, Assessment, and Instruction aims to provide:

  • A useful introduction to current work and thinking about learning trajectories for mathematics education
  • An explanation for why we should care about these questions
  • A strategy for how to think about what is being attempted in the field, casting some light on the varying, and perhaps confusing, ways in which the terms trajectory, progression, learning, teaching, and so on, are being used by the education community.

Specifically, the report builds on arguments published elsewhere to offer a working definition of the concept of learning trajectories ...


School Perspectives On Collaborative Inquiry: Lessons Learned From New York City, 2009-2010, Marian A. Robinson, Claire Passantino, Marsha Acerra, Lauren Bae, Katie Tiehen, Eric Pido, Patricia Kannapel, Mark Duffy, Connie Langland Nov 2010

School Perspectives On Collaborative Inquiry: Lessons Learned From New York City, 2009-2010, Marian A. Robinson, Claire Passantino, Marsha Acerra, Lauren Bae, Katie Tiehen, Eric Pido, Patricia Kannapel, Mark Duffy, Connie Langland

CPRE Research Reports

The New York City Department of Education has supported collaborative inquiry as a potentially powerful process for helping administrators and teachers use student data to improve instruction and raise student achievement. Beginning with a pilot project in 2006, teams of teachers have learned to work together to diagnose the needs of students who have not been successful in their classrooms and to develop strategies to improve their learning. Collaborative inquiry sits at the heart of the Department's larger Children First initiative and aims to help educators close the achievement gap in their schools. Each year New York City schools ...


Expanding Access, Participation, And Success In International Baccalaureate Programmes: Year One Documentation Report, Thomas B. Corcoran, Gail Gerry Oct 2010

Expanding Access, Participation, And Success In International Baccalaureate Programmes: Year One Documentation Report, Thomas B. Corcoran, Gail Gerry

CPRE Research Reports

In fall 2009, the Bill and Melinda Gates Foundation funded a three-year project (IB Access Project) with International Baccalaureate (IB) to increase participation of minority students and students in poverty in the Middle Years Programme (MYP) and Diploma Programme (DP).

The IB Access Project seeks to do four things:

  1. Improve teacher practice in designing curriculum and assessment that prepares students for the DP by providing new resources designed for this project; professional development and instructional support.
  2. Improve teacher access to resources for effective assessment design including increased use of online learning environments.
  3. Increase teacher onsite professional support around classroom practice ...


From Testing To Teaching: The Use Of Interim Assessments In Classroom Instruction, Margaret E. Goertz, Leslie Nabors Olah, Matthew Riggan Dec 2009

From Testing To Teaching: The Use Of Interim Assessments In Classroom Instruction, Margaret E. Goertz, Leslie Nabors Olah, Matthew Riggan

CPRE Research Reports

The past ten years have witnessed an explosion in the use of interim assessments by school districts across the country. A primary reason for this rapid growth is the assumption that interim assessments can inform and improve instructional practice and thereby contribute to increased student achievement. Testing companies, states, and districts have become invested in selling or creating interim assessments and data management systems designed to help teachers, principals, and district leaders make sense of student data, identify areas of strengths and weaknesses, identify instructional strategies for targeted students, and much more. Districts are keeping their interim tests even under ...


School Improvement By Design: Lessons From A Study Of Comprehensive School Reform Programs, Brian Rowan, Richard Miller, Eric Camburn Aug 2009

School Improvement By Design: Lessons From A Study Of Comprehensive School Reform Programs, Brian Rowan, Richard Miller, Eric Camburn

CPRE Research Reports

This CPRE report is a reprint of a chapter that originally appeared as Chapter 49 of the Handbook of Education Policy Research, edited by Gary Sykes, Barbara Schneider, and DavidN.Plank and published for theAmerican Educational Research Association by Routledge Publishers in 2009. The reprinted chapter presents key findings from A Study of Instructional Improvement, a study that was conducted under the auspices of the Consortium for Policy Research in Education and directed by Brian Rowan, David K. Cohen, and Deborah Loewenberg Ball (all at the University of Michigan).This study examined the design, implementation, and instructional effectiveness of three ...


Learning Progressions In Science: An Evidence-Based Approach To Reform, Thomas B. Corcoran, Frederic A. Mosher, Aaron Rogat May 2009

Learning Progressions In Science: An Evidence-Based Approach To Reform, Thomas B. Corcoran, Frederic A. Mosher, Aaron Rogat

CPRE Research Reports

American education policy seems poised to escalate and shift its two decade long commitment to standards and outcome-based reform. That commitment has involved a set of “grand bargains”, in which the federal government provides Title I (The “No Child Left Behind Act” or NCLB) disadvantaged education funds in return for the states’ agreeing to set ambitious content standards, and define performance or “proficiency” standards associated with them that all students in the states’ schools will be expected to meet by the 2013/2014 school year. The disadvantaged children targeted by Title I are expected to meet the same standards as ...


Learning About Assessment: An Evaluation Of A Ten-State Effort To Build Assessment Capacity In High Schools, Elliot H. Weinbaum Feb 2009

Learning About Assessment: An Evaluation Of A Ten-State Effort To Build Assessment Capacity In High Schools, Elliot H. Weinbaum

CPRE Research Reports

In 2006, the State of Delaware and the Council of Chief State School Officers (CCSSO) partnered with the Consortium for Policy Research in Education (CPRE) to conduct an evaluation of a ten-state initiative that sought to enhance assessment practices at the high school level. This effort aimed to help states, districts, and schools build familiarity with instruction that uses assessment as part of the learning process, a practice known as assessment for learning. This report focuses primarily on the third goal of this project, the creation and function of teacher learning teams focused on assessment for learning.


A Formative Study Of The Implementation Of The Inquiry Team Process In New York City Public Schools: 2007‐08 Findings, Marian A. Robinson, Patricia Kannapel, Joan Gujarati, Hakim Williams, Andrea Oettinger Sep 2008

A Formative Study Of The Implementation Of The Inquiry Team Process In New York City Public Schools: 2007‐08 Findings, Marian A. Robinson, Patricia Kannapel, Joan Gujarati, Hakim Williams, Andrea Oettinger

CPRE Research Reports

During the 2007-08 school year, the New York City Department of Education launched the second phase of its ambitious and innovative initiative known as Children First. The reform is guided by three principles: leadership, empowerment, and accountability. Key components include restructuring central-office services, increasing principal authority, providing schools access to new forms and sources of support through affiliate school support organizations (SSOs), and developing new data-driven accountability tools that hold schools responsible for student performance while providing rich diagnostic information to support organizational and instructional improvement. Ultimately, this initiative aims to intensify the focus by all educators on student performance ...


A Randomized Evaluation Of Ohio's Personalized Assessment Reporting System (Pars), Henry May, Marian A. Robinson Dec 2007

A Randomized Evaluation Of Ohio's Personalized Assessment Reporting System (Pars), Henry May, Marian A. Robinson

CPRE Research Reports

In the 2006–07 school year, the Ohio Department of Education (ODE) launched a pilot of its Personalized Assessment Reporting System (PARS) for the Ohio Graduation Tests (OGT). The PARS program included several new OGT test score reports for teachers, administrators, students, and parents along with two new websites for educators and students. The new PARS test score reports and associated websites are designed to provide teachers, administrators, students and parents with more detailed information about student performance as well as numerous suggestions and resources for improving performance. One of the primary goals of PARS is to increase student motivation ...


The Impact Of America's Choice On Writing Performance In Georgia: First-Year Results, Henry May, Jonathan A. Supovitz, Joy K Lesnick Jul 2004

The Impact Of America's Choice On Writing Performance In Georgia: First-Year Results, Henry May, Jonathan A. Supovitz, Joy K Lesnick

CPRE Research Reports

During the first year of implementation, the emphasis of the America's Choice school reform design is an intensive focus on building students' writing skills. Writers workshop, the primary instructional emphasis of America's Choice during this year, is the component of the design for which teachers first receive in-depth training.

In keeping with the emphasis of America's Choice, this year-one external evaluation study of the impact of America's Choice on student performance in Georgia focuses on student writing performance. The study examines changes in student writing performance from 2001 to 2002, the initial year of implementation of ...


A Longitudinal Study Of The Impact Of America's Choice On Student Performance In Rochester, New York, 1998-2003, Henry May, Jonathan A. Supovitz, David Perda Jul 2004

A Longitudinal Study Of The Impact Of America's Choice On Student Performance In Rochester, New York, 1998-2003, Henry May, Jonathan A. Supovitz, David Perda

CPRE Research Reports

Education is a cumulative process. Yet while students' knowledge and skills are built up over time, educational researchers are rarely afforded the opportunity to examine the effects of interventions over multiple years. This study of the America's Choice school reform design is just such an opportunity. Using 11 years of student performance data from Rochester, NY -- which includes several years of data before America's Choice began working in the district -- we examine the effects of America's Choice on student learning gains from 1998 to 2003. Employing a sophisticated statistical method called Bayesian hierarchical growth curve analysis with ...


Mapping A Course For Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data To Guide Improvement, Jonathan A. Supovitz, Valerie Klein Nov 2003

Mapping A Course For Improved Student Learning: How Innovative Schools Systematically Use Student Performance Data To Guide Improvement, Jonathan A. Supovitz, Valerie Klein

CPRE Research Reports

To be useful to teachers and school leaders, test data must provide more than just a destination. Student performance results must also provide guidance that informs educators that they are moving in the right direction, while providing interactive and recursive feedback for mid-course adjustments. In order for student performance data to be useful to teachers and school leaders, and to make it worthwhile for them to make the extensive efforts necessary to learn to interpret and act upon what they learn, data feedback systems must rely on multiple sources of data collected and analyzed at regular intervals.

This report is ...


External Support To Schools On Probation: Getting A Leg Up?, Kara Finnigan, Jennifer O'Day Jul 2003

External Support To Schools On Probation: Getting A Leg Up?, Kara Finnigan, Jennifer O'Day

CPRE Research Reports

In 1996, the Chicago Public Schools (CPS) began implementing a new school accountability policy designed to improve student performance by providing a combination of consequences and support to low-performing schools. The center point of the accountability system, the Chicago school probation policy, designates schools as being "on probation" if fewer than 15% (later raised to 20%) of their students score at grade-level norms on the Iowa Test of Basic Skills in reading. When placed on probation, schools face the consequences of decreased autonomy and the threat of more severe sanctions. At the same time, probation schools receive direct assistance from ...