School

This article discuss about the history of California spending on school facilities and the impact of the situation. 

The 2017–18 Civil Rights Data Collection (CRDC) is a survey of nearly all public schools and school districts in the United States. The CRDC measures student access to courses, programs, staff, and resources that relate to Federal civil rights laws.

Research supports that school districts' prereferral consultation teams adhere less closely to quality consultation procedures and are less effective than those conducted through university research projects. This study investigated whether this finding might be due to incompatibilities between school settings and recommended team consultation practices.

This dissertation investigates how relational trust manifests within schools that have recently
enacted the distributed leadership framework, a program implementation by the Penn
Center for Educational Leadership.

With the passage of the Every Student Succeeds Act (ESSA), states gain considerably more authority and autonomy over the design of school accountability systems. This shift in responsibility creates the opportunity for states to reimagine new accountability models that align to goals of college and career readiness for all students and to move from a culture of compliance to one of continuous improvement. 

Explored in this article are (a) the long-standing relation between mental health and schools, (b) the current status of mental health programs and services in schools, (c) efforts to establish school-community collaboration, and (d) work related to reframing the approach to mental health in schools.

The main purpose of this research is to explore whether the proper strategies to deal with cultural diversity in school is being implemented, and to assess how cultural diversity is addressed in our school.

The purpose of the SWPBIS Tiered Fidelity Inventory is to provide a valid, reliable, and efficient measure of the extent to which school personnel are applying the core features of school-wide positive behavioral interventions and supports. The TFI is divided into three sections that can be used separately or in combination to assess the extent to which core features are in place.

The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina State, Nigeria. The study also investigates if teachers’ commitment (TC) mediates the relationship between DL and SE.

This study examined the effects of combining curriculum-based measurement in mathematics computation with teachers' self-monitoring of instructional changes on academic progress of elementary students with learning disabilities and mild mental disabilities. Participating teachers were assigned to a control group that did not use curriculum-based measurement, a curriculum-based measurement-only group, or a curriculum-based measurement with self-monitoring group.

The Benchmarks for Advanced Tiers (BAT) allows school teams to self-assess the implementation status of Tiers 2 (secondary, targeted) and 3 (tertiary, intensive) behavior support systems within their school. The BAT is based on factors drawn from the Individual Student Systems Evaluation Tool (I-SSET). School teams can use the BAT to build an action plan to delineate next steps in the implementation process.

This document explores ways in which time can be used as an education resource. It opens with an overview of studies that indicate that American students trail their counterparts in other leading industrialized nations in academic achievement. It discusses research on the relationship between time and learning.

There is growing evidence to support the use of trial-based functional analyses, particularly in classroom settings. However, there currently are no evaluations of this procedure with typically developing children. Furthermore, it is possible that refinements may be needed to adapt trial-based analyses to mainstream classrooms.

The advantages and challenges associated with these designs for use in special education eligibility decisions are discussed as models for child evaluation in schools.

This research finds starting school later is associated with reduced suspensions and higher course grades. These studies suggest disadvantaged students may especially benefit from delayed starting times.

Trends in College Pricing provides information on changes over time in undergraduate tuition and fees, room and board, and other estimated expenses related to attending colleges and universities. The report, which includes data through 2018-19 from the College Board's Annual Survey of Colleges, reveals the wide variation in prices charged by institutions of different types and in different parts of the country. 

As 2021 begins, we can’t make assumptions about what students have learned this school year. Education leaders and teachers, of course, have interacted with students and watched them through computer screens for many months — but we won’t truly know what happened and where learning gaps exist without statewide exams.

This study compared 6-month functional and symptom outcomes of children and adolescents with serious emotional disturbance who received services in an exemplary system of care with outcomes of children who received traditional care. 

This article outlines how far the community schools movement has come since the AFT made community schools a priority in 2008. It explains why the movement has grown, clarifies what exactly makes a community school different from other schools, lays out how community schools work, and shows the positive results that community schools are attaining.

The authors of this illuminating book identify a comprehensive set of practices and conditions that were key factors for improvement, including school leadership, the professional capacity of the faculty and staff, and a student-centered learning climate.

Using the most recent nationally representative data from the National Center for Education Statistics' Schools and Staffing Surveys, the authors detail which teachers are leaving, why, and which students are most impacted.

In this report, the rationale, development, implementation, and evaluation of a school-based mental health services program for high-risk children with serious emotional and behavioral problems is described.

Over many decades, educators have developed countless interventions and theories about how to create lasting change. In other words, implementation research is an endeavor to understand if and how educational efforts are accomplishing their goals. 

In a time when public schools continue to be scrutinized, school leadership never mattered more in order to exercise school reform. This qualitative study examined how five principals working in an urban school district perceived their evaluation and how it contributed to their practice.

In a time when public schools continue to be scrutinized, school leadership never mattered more in order to exercise school reform. This qualitative study examined how five principals working in an urban school district perceived their evaluation and how it contributed to their practice.

The report provides recommendations and strategies for managing chronic absenteeism at all levels of education leadership, from state agencies through individual schools.  It also has an interactive web site where the reader can drill down on specific data at all levels of the education system.  www.attendanceworks.org

The School-Wide Benchmarks of Quality (BoQ) was initially developed and validated in 2005 to address the need for an efficient method of measuring implementation of school-wide PBS that would also provide feedback to guide teams toward higher levels of implementation. Over the last 5 years the exposure and use of the instrument has increased.

With Congress moving rapidly to revise the No Child Left Behind Act (NCLB), no issue has proven more contentious than whether the federal government should continue to require that states test all students in math and reading annually in grades three through eight.

This paper describes opportunities, challenges, and cautions in response to T. R. Kratochwill and K. C. Stoiber's vision and other critical issues for the evidence-based intervention (EBI) movement in school psychology. 

In the past, the accreditation process put a premium on compliance and included some reporting requirements that did not necessarily lead programs toward excellence or increase teacher candidates' impact on schools and learning. The accreditation process enabled institutions to think they were "done" once they earned accredited status, and did not do enough to encourage programs to tackle complex challenges confronting P-12 schools.

Estimates yielded by the cost study were based on “standard values” of resources so that cost estimates could be generalized, rather than merely reflect the unique circumstances of each site. We expected program cost to vary somewhat depending on the target population—paraprofessional, uncertified teacher, and RPCVs—because programs serving different populations differ somewhat in structure, design, length, and services offered. We also expected cost to vary depending on whether a site was affiliated with a public or a private higher education institution.

This chapter from "Studying Teacher Education"  focus on the research procedures and the impact claims of researchers who study the complex phenomenon commonly labeled as a methods course or a teacher-
education-related field experience in a school or community. 

The concept of strategic leadership has been in the discourse of corporate governance and
management but in recent days, strategic leadership has become a concept in education
literature. Strategic leadership is also relevant in education more especially in a PK-12
educational setting.

This research and development report field-tested a new model for collection of finance data at the school level—the School- Level Finance Survey (SLFS). The pilot SLFS, collected for fiscal year (FY) 14 (school year 2013–14) and FY 15 (school year 2014–15), was designed to evaluate whether the survey is a viable, efficient, and cost-effective method to gather comparable school-level finance data. 

We know that students should participate constructively in the classroom. In fact, most of us probably agree that a significant portion of a student’s grade should come from his or her participation. However, like many teachers, you may find it difficult to explain to students how you assess their participation.

This study describe the schools, students, and programs in the for-profit higher education sector, it's phenomenal recent growth, and it's relationship to the federal and state governments. The study find that for-profit institutions educate a larger fraction of minority, disadvantaged, and older students, and they have greater success at reatining students in their first year and fetting them to complete short programs at the certificate and AA levels. But they also find that the for-profit students end-up with higher unemployment and "idleness" rates and lower earning six years after entering programs than do comparable students from other schools. and they have far greater student debt burdens and default rates on their student loans.

Our schools are troubled with a multiplication of studies, each in turn having its own multiplication of materials and principles. Our teachers find their tasks made heavier in that they have come to deal with pupils individually and not merely in mass. Unless these steps in advance are to end in distraction, some clew of unity, some principle that makes for simplification, must be found.

Online, blended, and digital learning in K–12 schools in the United States includes an assortment of schools, programs, tools, and resources. These range from the fully online schools in which students receive their entire education, to the digital platforms and content that mainstream teachers are using to bolster instruction in their physical classrooms. 

The Covid-19 pandemic has resulted in school closings for the remainder of the year in 48 of 50 states and a sharp turn toward remote instruction in order to finish the year as best as possible. Understanding best practice in remote instruction and learning will be key as schools look to the future.

Applying an analytic model to better understand collective leadership development, this study examines three high schools: one urban, one suburban, and one rural. Each school's unique structure and context tests the model's explanatory power.

The analysis in this report is based on 2019 application data from the FCC’s Schools and Libraries Program (“E-rate”). This data represents the best national source of current information on school district connectivity; specifically, what broadband services schools are buying and how much they are paying for these services

James M. Kauffman’s new volume, The Tragicomedy of Public Education, is a thoughtful and highly readable commentary on American schools that digs deeply into the core system of what is wrong and what is right about educational policy and practice in our country.

This book compares what actually occurred since publication of A System of Logic with some of the more probable scenarios of what could have happened if education had been framed as a science that resides on a logical-empirical base.

Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups.

This book was written to disseminate measurably superior instructional strategies to those 
interested in advancing sound, pedagogically effective, field-tested educational practices

A report entitled A Nation at Risk was published based on information distilled from commissioned research papers and public hearings. The report contains summaries of the papers and hearings; a list of findings in content, expectations, time, and teaching; a set of recommendations; and aspects of implementation related to con

This article discuss recent state legislation that passed to put additional restriction to the charter school.It is the author's opinion that this legislation will not fix the underlying problems. 

Effective school leaders, particularly principals, are associated with better outcomes for students and schools. Principals help set school vision and culture, which support teacher effectiveness and ultimately can help improve student achievement.

The Rand Corporation just released its report evaluating the impact of the Principal Pipeline Initiative (PPI),a project supported by the Wallace Foundation to create and implement a strategic process for school leadership talent management. This report documents what the PPI districts were able to accomplish, describing the implementation of the PPI and its effects on student achievement, other school outcomes, and principal retention. 

Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.

In early March, Education Week caught up with them by phone when they were in Paris to speak at an ed-tech conference. We asked them how their 2015 predictions had fared. Then, we talked again in late April, when the coronavirus had suddenly transformed K-12 education into a massive remote learning system.

The purpose of this article is to (a) highlight several considerations about the appropriateness, technical adequacy, and usability of academic or behavioral screeners and (b) provide a general assessment of the current state of science pertaining to universal screening. The article concludes with considerations for policy and practice. 

We, the people, appear to understand that the linchpin of each American's necessary apprenticeship in a democracy is a qualified, caring, competent classroom teacher, Mr. Goodlad points out. The role of Presidents and governors is to cheer us on, not to mislead us with the mythology of school reform. 

This project was undertaken to develop a comprehensive account of the levels of problem behaviors in schools. It also looked at what schools do to prevent problem behaviors and how they promote a safe and orderly environment.

This report uses a newly defined version of the Greene Method to calculate graduation rates for the public school class of 2000, comparing results to those of 1998.

The concept of treatment fidelity (integrity) is important across a diversity of fields that are involved with providing treatments or interventions to individuals. Despite variations in terminology across these diverse fields, the concern that treatments or interventions are delivered as prescribed or intended is of paramount importance to document that changes in individuals’ functioning (medical, nutritional, psychological, or behavioral) are due to treatments and not from uncontrolled, extraneous variables.

School leadership matters for school outcomes, including student achievement. This assumption has become commonplace since the publication of the highly influential Wallace Foundation–commissioned report by Leithwood and colleagues in 2004. Policymakers and researchers often quote the report's main conclusion that “leadership is second only to classroom instruction among all school-related factors that contribute to what students learn at school”.

The author provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture' of school and educational leadership.

This article reviews the empirical literature on the relationship between the principal's role
and school effectiveness during the period from 1980 to 1995

The authors analysis of special education placement rates, a frequently identified area of concern, does not show any responsiveness to the introduction of accountability systems.

In" Value-Added Measures in Education", Douglas N. Harris takes on one of the most hotly
debated topics in education. Drawing on his extensive work with schools and districts, he
sets out to help educators and policymakers understand this innovative approach to
assessment and the issues associated with its use.

The COVID-19 pandemic is harming health, social and material well-being of children worldwide, with the poorest children, including homeless children and children in detention, hit hardest. School closures, social distancing and confinement increase the risk of poor nutrition among children, their exposure to domestic violence, increase their anxiety and stress, and reduce access to vital family and care services.

New “autonomy initiatives” aim to increase schools’ decision-making authority as a strategy to leverage school improvement. These policies build on lessons of previous reforms such as site-based management in ways that bode well for their success. However, how are these policies actually faring in implementation? The authors addressed that question with a comprehensive research review.

Who decides what education products and services schools buy? For the most part, it’s district purchasing agents, school principals, technology coordinators, and bureaucrats—anyone but the end user in the classroom. It’s an ineffective market, with products and services handed down to teachers from purchasing decisionmakers on high.

this hands-on guide expands upon the blended learning ideas presented in
that book to provide practical implementation guidance for educators seeking to incorporate
online learning with traditional classroom time

The Monitoring Advanced Tiers Tool (MATT) is a coach-guided, self-assessment tool that allows school teams to progress monitor their initial implementation of Tier II (secondary, targeted) and Tier III (tertiary, intensive) behavior support systems within their school. The MATT follows the factor structure of the Individual Student Systems Evaluation Tool (ISSET), and the Benchmark of Advanced Tiers (BAT). The MATT is intended to be an efficient and constructive method for teams to monitor and guide their implementation of Tier II and Tier III behavior support practices.

This paper examines the relationship between the time principals spent on different types of activities and school outcomes including student achievement, teacher and parent assessments of the school, and teacher satisfaction.

Practicing school psychologists were surveyed to determine if differences exist among practitioners in the various U.S. Census regions. 

Total public and private elementary and secondary school enrollment was 55 million in fall
2011, representing a 5 percent increase since fall 1997 (table 1). Between fall 2011, the last
year of actual public school data, and fall 2022, a further increase of 6 percent is expected.

Contemporary educational theory holds that one of the pivotal causes of inadequate student achievement, especially in disadvantaged schools, is the inability of schools to adequately staff classrooms with qualified teachers. Deficits in the quantity of teachers produced and in the quality of preparation prospective teachers receive have long been singled out as primary explanations for underqualified teaching.

Collectively, IES-funded research should yield outcomes and products that are meaningful, inform stakeholders about the cost and practical benefits and effects of interventions (programs, policies, practices) on relevant outcomes for learners, and contribute to scientific knowledge and theory of teaching, learning, and organizing education systems. NCER expects researchers receiving funding through this program to disseminate evidence in a way that is useful to and accessible by educators, parents, policymakers, researchers, and the public.

The authors highlight an under-appreciated weakness of that approach-he imprecision of school-level test score means -- and propose a method for a better discerning signal from noise in annual school report cards. 

This analysis examines the performance of the U.S. K–12 education system over time, in comparison to other nations, and at different levels of organizational structure: states, school districts, and schools. It also reviews performance in terms of four societal outcomes: effectiveness, equity, efficiency, and participation.

Work sheet on the school-wide benchmarks of quality. Benchmark's include: faculty commitment, effective procedures for dealing with discipline, data entry and analysis plan establishment, expectation and rule development, and so on.

The accidental education benefits of Covid-19.

The authors present some conceptual and practice issues on the use of empirically supported interventions in school and community settings. Conceptual issues discussed include the foci of effective intervention studies, specification of interventions, and intervention manuals and procedural guidelines. 

The authors presents the conceptual, philosophical, and methodological basis for the Procedural and Coding Manual for Review of Evidence-Based Interventions

To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action

In this discussion, we examine the relationship between science and education and delineate four reasons for characterizing science as an uninvited guest in schools. 

In recent years, educators and policymakers have agreed that principals are critical to school success and have repeatedly pointed out the need to aggressively recruit and select highly qualified candidates. Surprisingly, however, the evaluation of principals has attracted much less interest. Recent policy documents on school leadership have largely ignored the topic, and the empirical research base is very thin.

A study of 27 promising programs reveals 8 common reasons that educational innovations fail, including disenchanted practitioners; departure of innovation supporters; lack of personnel training; disappearing funding; inadequate supervision; and lack of accountability, administrative support, and termination consequences. Innovations succeed by avoiding overload, complementing school mission, and securing board approval

In trying to improve American public schools, educators, policymakers, and philanthropists are overselling the role of the highly skilled individual teacher and undervaluing the benefits that come from teacher collaborations that strengthen skills, competence, and a school’s overall social capital.

In this paper we examine social capital and its relationship with performance at the organizational level.

This article describes a 4-year program of research about transformational forms of leadership in schools
responding to a variety of restructuring initiatives.

As part of a series of studies on the concerns and aspirations of American teachers, this report illustrates the concerns of teachers, students, and law enforcement officers about the increasing violence and fears of violence in U.S. schools.

In this paper, the authors use value-added methods to examine the relationship between a school’s effectiveness and the recruitment, assignment, development and retention of its teachers.

This paper reports findings of a study that is grounded in the assumption that the ways in which teachers interact outside their classrooms may be critical to the future of school restructuring and the effects of restructuring on students.

This is the twelfth edition of the Brown Center Report. Part I examines the latest data from state, national, or international assessments. This year the focus is on the latest results from the Progress in International Reading Literacy Study (PIRLS) and Trends in International Math and Science Study (TIMSS) released in December, 2012. Part II explores a perennial theme in education studies—the topics that never seem to go away in terms of research and debate. This year it’s on the controversial topics of tracking and ability grouping. Part III is on a prominent policy or program. This year’s analysis is on the national push for eighth graders to take algebra and other high school math courses. 

The successful implementation of school-based behavioral interventions requires school personnel to be competent with program content and procedures. An unfortunate trend within school-based behavioral intervention research is that the core intervention components and implementation features are often not fully described.

Many schools and teachers are striving to create more dynamic classroom learning environments that encourage students to think critically and manage their own learning in preparation for college and careers. Some observers view formative assessment as a means to this end.

Full and durable implementation of school-based interventions is supported by regular evaluation of fidelity of implementation. Multiple assessments have been developed to evaluate the extent to which schools are applying the core features of school-wide positive behavioral interventions and supports (SWPBIS).

This comprehensive approach recognizes that school environments can be adaptive systems with the potential to prevent or ameliorate behavior problems. 

This meta-analysis was designed to produce a statistical synthesis of studies contrasting learning outcomes for either fully online or blended learning conditions with those of face-to-face classroom instruction.

This report provides a new perspective on the nation’s largest virtual school provider through a systematic review and analysis of student characteristics, school finance, and school performance of K12-operated schools.

Assessment, or testing, fulfills a vital role in today’s educational environment. Assessment results often are a major force in shaping public perceptions about the capabilities of our students and the quality of our schools. As a primary tool for educators and policymakers, assessment is used for many important purposes.

Assessments used in Missouri are designed to measure how well students acquire the skills and knowledge described in Missouri’s Learning Standards (MLS). The assessments yield information on academic achievement at the student, class, school, district and state levels.

This Data Point examines the relationship between public and private school principals’ perceived influence over various decisions made at their schools before the coronavirus pandemic. This information was reported by U.S private and public school principals on the principal survey of the 2017–18 National Teacher and Principal Survey.

Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Some data have been revised from previously published figures.

Since 2003, the National Center for Education Statistics (NCES) has compared each state's standard for proficient performance in reading and mathematics at grades 4 and 8 by placing the state standards onto common scales from the National Assessment of Educational Progress (NAEP). This process of "state mapping" shows where each state's standards fall on the NAEP scales and in relation to the NAEP achievement levels— NAEP Basic, NAEP Proficient, and NAEP Advanced—providing important contributions to the discussion of state standards.

In the school setting, teams are abundant, often serving multiple purposes, having various titles, and consisting of diverse members. Teams are considered an essential component of Response to Intervention (RtI) and are the vehicle through which data‐based decision making occurs at the school, grade, small‐group, and individual student level.

This REL Northwest guide is designed to help educators use data to reduce disproportionate rates of suspension and expulsion based on race or ethnicity. It provides examples of selecting and analyzing data to determine whether racial disproportionality exists in a school or district’s discipline practices. 

Flipped classrooms are by design highly interactive. As a result, formative assessment is a necessary component of the flipped classroom. Professors need to be able to assess students' in the class, use this assessment information to inform classroom activities in real time and personalize learning for their students.

"More is better"--this precept lies behind the burgeoning use of work teams to handle problem-solving and decision-making in schools and school districts. Teams are said to build stronger relationships among those involved in education and, ultimately, to benefit students because more people with broader perspectives help to shape a stronger educational program.

Student engagement at school and whether students feel hopeful about their future are far better factors to consider when evaluating schools than using standardized test scores, according to the results of the 47th annual PDK/Gallup Poll of the Public’s Attitudes Toward the Public Schools.

This article focuses on the response of one urban middle school to a major school reform initiative.

The purpose of this study was to identify the most important perceived enablers and barriers regarding sustainability of school-wide positive behavioral interventions and supports. School personnel representing 860 schools implementing or preparing to implement school-wide positive behavioral interventions and supports completed an open-ended survey of factors regarding its sustainability.

This paper discusses definitions of blended learning and explores ways in which blended learning is being developed by a number of schools

The Howard County school board agreed to pay nearly $1.65 million in salary and benefits to persuade Renee Foose to retire as schools superintendent.

A review of school effectiveness literature is presented in this paper. Research studies and other literature on this topic are examined, including case studies, surveys and evaluations, studies of program:implementations, and organizational theories of schools and other institutions.

Children across the country face unprecedented levels of missed instruction as a result of the pandemic. As millions of students and teachers continue remote learning, experiment with hybrid models, and ultimately return to their classrooms, our nation has a greater need than ever for teachers who have the skills to address the challenges ahead.

The first step in solving a problem is seeing it clearly. This article, part one of an ongoing series, defines the broad scope and depth of the literacy crisis in the United States, among both children and adults.

The term “mega system” derives from a field research project at the Laboratory for Student Success at Temple University that studied comprehensive school reform. Comprehensive school reform moves a whole school forward by dramatically changing the way it operates.

Drawing on normative, empirical, and critical literatures, this review explores the role of school administrators in responding to the needs of diverse students. Three administrative tasks are highlighted: fostering new meanings about diversity, promoting inclusive school cultures and instructional programs, and building relationships between schools and communities. 

Drawing from video analysis of Distributed Leadership team meetings, this paper explores the work of the teams themselves, focusing on team priorities, organization, roles and authority dynamics, and decision making. The analysis focuses on the four Distributed Leadership schools that were in their second year of implementation in 2007-08.

This article argues that effective school-based mental health care will result from the marriage of system reform efforts, capacity building, and the delivery of empirically driven intervention strategies.

Teams and other collaborative structures have become commonplace in American schools, although historically school staff members functioned more independently from one another. In this article, we describe the growing influence of collaboration and teaming in a variety of school contexts, but focus on the empirical literature on problem-solving teams as reflecting the state of research and practice in the schools.

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.

This article sketches out a framework for inclusive leadership. As one of the constellation approaches to leadership and social justice, inclusive leadership is concerned first and foremost with inclusion, both in its processes and the ends for which it strives.

As school districts work out next year's instructional format and take stock of their teacher workforce, districts in a position to hire are also readying themselves for a potentially unprepared influx of novice teachers. School administrators have the difficult task of ensuring that new teachers are effective regardless of setting, while also having to bridge the learning loss exacerbated by last spring's dramatic turn of school.

Evidence-based interventions benefit learners only when they are implemented fully. Yet many educators struggle with successful implementation. Step-by-step procedures are presented for assessing existing implementation efforts and using a menu of support strategies to promote intervention fidelity.

First published in 1971, the book challenged many major assumptions about institutional change and examined efforts to implement Public Law 94-142 (Education for All Handicapped Children) into public schools. The book argued that federal efforts to restructure education were generally a failure.

This paper illustrates the application of the Task Force on Evidence-Based Interventions in School Psychology coding criteria using a single-participant research design study.

School board members and their attitudes do matter—so it’s important to take seriously who gets elected and how. Even as we strive to bring about structural reforms and governance innovations in the education system, we should also be working to get better results from the structures in place in most communities today.

Data through 1995 are for institutions of higher education, while later data are for degree-granting institutions. Degree-granting institutions grant associate’s or higher degrees and participate in Title IV federal financial aid programs. The degree-granting classification is very similar to the earlier higher education classification, but it includes more 2-year colleges and excludes a few higher education institutions that did not grant degrees. Some data have been revised from previously published figures

This article pointing some findings about achievement gap within school.

The purpose of this study was to examine academic responding and its associated instructional correlates for students in title I and non Title I school program

This report, completed by the Center on Education Policy, attempts to provide an initial snapshot of the number and percentages of schools each states has identified low performing. It provides an early look at a very diverse set of guidelines.  The data show a wide range of results in terms of the percentage of schools identified as low performing. The overall range is 3% to 99%, with individual states spread out fairly evenly in between. Eight states identified over 40% of their public schools as low performing, eleven states 20%–40%, fifteen states 11%–19%, and thirteen states 3%–10%. Even with the limitations of the data listed above, this data suggests inconsistent standards across states.

This study uses national survey data to examine why charter school teachers are more likely to turnover than their traditional public school counterparts.

The EBS Survey is used by school staff for initial and annual assessment of effective behavior support systems in their school. The survey summary is used to develop an action plan for implementing and sustaining effective behavioral support systems throughout the school.

This study reviews evidence about the overall influence of direction-setting leadership practices (DSLPs), 1 of 4 major categories of practices included in a widely known conception of effective leadership (e.g., Leithwood & Louis, 2011) and a focus of many other such conceptions, as well.

To contribute to the limited empirical literature on the principal labor market, this study explores the reasons for the disparity of turnover rates between charter school principals and their counterparts in traditional public schools (TPSs).

When school boards offer hefty buy-out packages to get rid of superintendents with whom they no longer see eye-to-eye, do taxpayers get the shaft?

There are many rationales for group, rather than individual, decision making. Theorized advantages include more information to contribute to the decision, more diverse perspectives to inform deliberation, and greater efficiency for implementation.

This article highlights a framework of general phases and specific steps for di  usion of major new approaches across a school district. The overlapping phases are seen as encompassing: (a) creating readiness, (b) initial implementation, (c) institutionalization, and (d) ongoing evolution. The discussion includes lessons learned in applying the framework.

The T-PESS process incorporates a series of actions and activities that should be applied on an ongoing basis. While the T-PESS process results in your annual summary assessment, it's better to think of it as an annual process of activities that help you self-assess, establish performance goals, collect and analyze information, and provide constructive feedback, improving your quality and effectiveness as the school leader.

Even when schools within a system reflect closely the demands of their progenitor and achieve both the appearance and reality of a high degree of similarity, differences do exist. The organizational climate of schools is one such difference. 

Increasingly, school services are being guided by a problem solving approach and are evaluated by the achievement of positive outcomes. This shift is explored here in 96 chapters and 11 appendices. The volume provides a comprehensive reference relating contemporary research and thought to quality professional services

This book is about the creation and 14 year evolution of a public alternative inner-city high school—New Haven, CT's High School in the Community (HSC). This school lived an idea—empowerment. Students were encouraged to participate in shaping many aspects of their education, teachers were responsible for running the school, and parents invited to help govern.

While most educators believe working in teams is valuable, not all team efforts lead to instructional improvement. Through richly detailed case studies The Power of Teacher Teams demonstrates how schools can transform their teams into more effective learning communities that foster teacher leadership.

This article provide charts, graphs, maps, and visualizations of all feature data that Education Week released in 2017 and convey some big takeaways about U.S. schools, students, and teachers in 2017.

This report highlight suggestions from Nora Gordon report  "Increasing Targeting, Flexibility, and Transparency in Title I of the Elementary and Secondary Education Act to Help Disadvantaged Students.". The paper argues that effective local decisions about spending Title I funds have the biggest "bang for the buck", but that Washington and the states can do better to help locals make better decisions without running afoul of the grants program's requirements. 

On September 23, 2011, the U.S. Department of Education offered each interested State educational agency  the opportunity to request flexibility on behalf of itself, its local educational agencies, and its schools, in order to better focus on improving student learning and increasing the quality of instruction. This voluntary opportunity will provide educators and State and local leaders with flexibility regarding specific requirements of the No Child Left Behind Act of 2001, in exchange for rigorous and comprehensive State-developed plans designed to improve educational outcomes for all students, close achievement gaps, increase equity, and improve the quality of instruction.

This paper argues that ineffective practices in schools carry a high price for consumers and suggests that school systems consider the measurable yield in terms of gains in student achievement for their schooling effort.

Attracting and retaining teachers can be an important ingredient in improving low-performing schools. In this study, we estimate the expressed preferences for teachers who have worked in low-performing schools in Tennessee. Using adaptive conjoint analysis survey design, we examine three types of school attributes that may influence teachers’ employment decisions: fixed school characteristics, structural features of employment, and malleable school processes.

As suggested by the title, the purpose of this Handbook on Restructuring and Substantial School Improvement is to provide principles for restructuring and substantially improving schools. Sponsored by the US Department of Education, the Center on Innovation & Improvement (CII) engaged leading experts on restructuring and school improvement to prepare modules for this handbook to assist states, districts, and schools in establishing policies.

University of Oregon considerable speculation as to why this is the case–most of which fails
to take into account key features of the school culture, setting, and process as explanatory
factors. 

In this article, we report the results from a randomized evaluation of the Safe and Civil Schools (SCS) model for school-wide positive behavioral interventions and supports. Thirty-two elementary schools in a large urban school district were randomly assigned to an initial training cohort or a wait-list control group.

This journal discuss about inequality as a persistent problem in school. An educational system that sorts for differentiated pathways must be replaced with one that develops the talents of all. Psychology has a critical role to play in promoting a new understanding of malleable human capabilities and optimal conditions for their nurturance in schooling. 

This efficient casebook enables 3-way communication between the student teacher, the cooperating teacher, and the university supervisor and discusses the reality of functioning within a team of comrades who bring goals and perspectives that are sometimes identical, and at others times different, to a common student teaching experience.

A prudent way forward for educators given the many acknowledged unknowns in soft skills reform is to substantially enhance efforts that fall within traditional school practices and responsibilities rather than to boldly make risky bets on unproven programs and measures. This paper breakdown the steps for school and district administrators.

This Considerations Packet is designed to support school leadership teams as they guide school improvement efforts. Topics include the rationale for using a team approach, team composition, and necessary skills and responsibilities of the leadership team.

The cognitive principle that guides this article is: People are naturally curious, but they are not naturally good thinkers; unless the cognitive conditions are right, people will avoid thinking.

Treatment integrity is essential for the implementation of interventions in schools as it determines the accuracy or consistency with which different components of a treatment are implemented. There are no current standards regarding the best practices in treatment integrity measurement; however, higher integrity is associated with enhanced student outcomes.