State Education Agencies

This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation. 

This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Schools are often expected to implement innovative instructional programs.  Most often these initiatives fail because what we know from implementation science is not considered as part of implementing the initiative.  This chapter reviews the contributions implementation science can make for improving outcomes for students.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

Increasing education’s reliance on evidence to guide decisions requires a significant change in the culture of districts and schools. This paper reviews the implications of moving toward evidence-based education.

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.

This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Changing the culture of teacher preparation has proven to be extremely challenging. The paper examines the deeply entrenched preparation program culture that has been resistant to changes proposed by policy makers, school systems, and the public. Arthur reviews the current state of teacher preparation, the efforts of NCTQ to raise the standards of preparation, and looks at what can be done in the future to continue the progress that has been already achieved.

This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".

This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools.

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.

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

This paper seeks to estimate the effect that Career Leader (CL) program has had on teachers’ career decisions, specifically their decisions to stay in a specific school district or to remain in the teaching field.

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

In this chapter of "Distributed leadership: Different perspectives" the authors take a small step towards addressing such questions by investigating the association between the distribution of leadership to teachers and instructional change in schools.

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

Through real-life single and multiple case studies, This book addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning. 

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

The authors study the mal-distribution of teachers and examine its causes then describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. 

Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

The publication of this report marks the 65th anniversary of Brown v. Board of Education, the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of Brown at grave risk. Research shows that segregation has strong, negative relationships with the achievement, college success, long-term employment and income of students of color. 

The every student succeeds act (ESSA), passed into law in 2015, explicitly prohibits the federal government from creating incentives to set national standards. The law represents a major departure from recent federal initiatives, such as Race to the Top, which beginning in 2009 encouraged the adoption of uniform content standards and expectations for performance.

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.

The No Child Left Behind (NCLB) Act has been languishing for years, and Congress may now end up rewriting the law to fix its many flaws. However, it's now been discredited to the point that almost all states now receive waivers that allow them to miss key elements of the law without any punishments.

This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.

This article elaborate on a topic "What to expect in Common Core immediate political future". Here, they discuss four key challenges that CCSS will face between now and the end of the year. Common Core is now several years into implementation.  Supporters have had a difficult time persuading skeptics that any positive results have occurred. The best evidence has been mixed on that question. The political challenges that Common Core faces the remainder of this year may determine whether it survives.

The purpose of this chapter was to trace the place of “social justice” in the field's discourse since the early 1960s, the decade in which the first academic journals of the field appeared. More specifically, the chapter aims at (1) presenting the emergence of “social justice” as an area of study in the field's journals from a historical perspective and (2) analyzing the major topics related to this area of study and its types of publication. 

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.

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.

The bulk of the study is dedicated to an analysis of the empirical research literature on leadership effects. This includes the presentation of results from an earlier meta-analysis carried out by the authors, a summary of other meta-analyses, and a new meta-analysis based upon 25 studies carried out between 2005 and 2010.

The authors use principals’ self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. They also find that learning gains vary significantly across the principal profiles.

This 4-year longitudinal study, funded by the National Science Foundation and the Spencer Foundation, is designed to make the “black box” of leadership practice more transparent through an in-depth analysis of leadership practice. This research identifies the tasks, actors, actions, and interactions of school leadership as they unfold together in the daily life of schools. 

Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.

Based on a synthesis of unpublished transformational school leadership (TSL) research completed during the last 14 years, this study inquired into the nature of TSL and its effects on student achievement using review methods including standard meta-analysis and vote-counting techniques. 

This report describes the Consortium for Policy Research in Education’s mixed-method evaluation of the Distributed Leadership (DL) project. The evaluation featured a cluster randomized control trial, where schools first agreed to participate in the study and then were chosen by lottery to participate in the DL project or serve in the comparison group. Overall there were 16 DL schools and 21 comparison sites in the evaluation.

A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership.

The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations. 

This article provides a meta-analysis of research conducted on distributed leadership from 2002 to 2013. It continues the review of distributed leadership commissioned by the English National College for School Leadership (NCSL) which identified two gaps in the research during the 1996–2002 period.

Latent class analysis (LCA) was used to identify different types of principals across the U.S. The authors analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys or administrations. A final sample of 7,650 public schools and principals were included in the analysis.

This quantitative meta-analysis examines impact of the principal's leadership on student achievement.

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

The Education Commission of the States was created by states in order to track state policy trends, translate academic research, provide unbiased advice and create opportunities for state leaders to learn from one another.