A Plan for Evaluating the District of Columbia's Public by National Research Council, Division of Behavioral and Social

By National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools

"The District of Columbia (DC) has struggled for many years to enhance its public schooling method. In 2007 the DC govt made a daring swap within the means it governs public schooling with the target of shaking up the procedure and bringing new power to efforts to enhance results for college kids. the general public schooling Reform modification Act (PERAA) shifted keep watch over of the city's public faculties from an elected university board to the mayor, built a brand new nation division of schooling, created the location of chancellor, and made different major administration adjustments. A Plan for comparing the District of Columbia's Public colleges deals a framework for comparing the consequences of PERAA on DC's public faculties. The e-book recommends an overview software that features a systematic each year public reporting of key facts in addition to in-depth experiences of high-priority concerns together with: caliber of lecturers, principals, and different group of workers; caliber of school room instructing and studying; capability to serve susceptible childrens and early life; promoting of kinfolk and group engagement; and caliber and fairness of operations, administration, and amenities. As a part of the assessment software, the Mayor's place of work may still produce an annual report back to the town at the prestige of the general public colleges, together with an research of developments and the entire underlying info. A Plan for comparing the District of Columbia's Public colleges means that D.C. interact neighborhood universities, philanthropic businesses, and different associations to strengthen and maintain an infrastructure for ongoing study and evaluate of its public faculties. Any powerful overview software has to be self sustaining of college and town leaders and attentive to the wishes of all stakeholders. also, its learn should still meet the top criteria for technical quality."--Publisher's description.

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The study also concluded that the collection and interpretation of data were not sufficient to yield improvement—it was necessary for schools and districts to follow up with specific actions designed to meet clearly defined goals. In short, the literature on district reform suggests that a district can be a strong agent for reform and that districts that have achieved improvements share several attributes, such as those identified by Marsh (2002) and Marsh et al. (2005)7: • • • • a systemwide approach in which policies and practices are aligned; strong support and professional development for both teachers and administrators; clearly defined expectations for students and teachers, combined with a strong emphasis on improvement; and reliance on data to support instructional decisions and for accountability.

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1993). Systemic reform and educational opportunity. H. ), Designing Coherent Education Policy: Improving the System (pp. 250312). San Francisco: Jossey-Bass. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417-458. , and Cheung, A. (2010). Effects of a Data-Driven District-Level Reform Model. Baltimore, MD: Johns Hopkins University Center for Data-Driven Reform in Education. A. (1991). Systemic School Reform. London, England: Falmer. P. (1998). The progress of standards-based reforms and the nonmonolithic nature of the local school district: Organizational and professional considerations.

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