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Accountability
Accountability--Sanctions/Interventions
No Child Left Behind--Consequences for Schools
No Child Left Behind--School Support


Interventions in Low-Performing Schools and Districts: State Policies - (Kathy Christie, Education Commission of the States, January 2007)...

School Restructuring in Philadelphia: Management Lessons from 2002 to 2005 PDF - Hiring education management organizations (EMOs) to operate public schools is one of multiple options districts can pursue under the sanctions prescribed by No Child Left Behind. This ECS Policy Brief summarizes a case study of the Partnership School Model, providing examples of lessons learned regarding: (1) the application and contract process, (2) the transition to new management and (3) the management of multiple EMO contracts. Recurring themes and recommendations that emerged from this case study include: (1) transparency builds credibility, (2) managing contracts required planning, (3) a functional infrastructure is required to manage contracts and (4) explicit accountability must be built into contracts. Also available online is the case study. (Lauren Morando Rhim, Education Commission of the States, September 2005)...

Improving Low-Performing Schools: Lessons from Five Years of Studying School Restructuring Under No Child Left Behind - This report synthesizes five years of research on state and local efforts to improve persistently low-performing schools in accordance with the No Child Left Behind Act. CEP conducted this research in six states - California, Georgia, Maryland, Michigan, New York, and Ohio - and in 23 districts and 48 schools within those states. The report also makes recommendations for improving federal assistance in this area. (Center on Education Policy, December 2009)...

Roots of Success: Effective Practices in Vermont Schools - The Vermont Department of Education, with the help of a large-scale teacher survey and an advisory panel representing K-12 and higher education faculty, studied what it takes for schools--and therefore students--to succeed. They identified eight characteristics that form the foundation for school effectiveness and are essential to ensuring that all children, regardless of their background or socioeconomic status, reach their full potential. (Vermont Department of Education, September 2009)...

The Turnaround Challenge: State Strategies for Turning Around Low-Performing Schools and Districts - NASBE recently launched an online tool for state policymakers designed to facilitate discussion and provide insights from some of the nation's education leaders on how states can design coherent strategies to improve their lowest performing schools and districts. The microsite organizes video clips and questions for policymakers in six themes alongisde PowerPoints, publilcations and other materials drawn from a forum convened by NASBE and the Council of Chief State School Officers in spring 2009. (NASBE, September 2009)...

Practices From the Portfolio, Volume 2 - In this volume, NewSchools Venture Fund has identified four critical challenges faced by charter management organizations (CMOs) as they grow to scale. For each challenge, they profiled the practices that three organizations within their portfolio have developed in response. They then collected relevant documents and templates used by these organizations. The resulting set of tools, which cover challenges ranging from human capital to performance to home office operations, will inform practitioners as they grapple with these same challenges. (New Schools Venture Fund, June 2008)...

State Approaches to Improving Tennessee's High Priority Schools - The scope for this study was limited to four education policy areas that impact the quality of instruction and student achievement: goals and governance; teaching quality; student discipline, attendance and dropout; and instructional support. The report identifies areas for improvement, highlights exceptional and noteworthy practices and suggests recommendations for improvement. (State of Tennessee Comptroller of the Treasury, December 2006)...

Review of Factors and Practices Associated with School Performance in Virginia - In 2003, the Virginia General Assembly directed the Joint Legislative Audit and Review Commission to collect data and information regarding best practices at high-performing schools and divisions in the Commonwealth. According to this report, low-scoring divisions provided limited support for curriculum alignment and pacing, and often do not provide sufficient professional development or support for data analysis. Successful divisions use data analysis to improve performance to ensure accountability. Of particular interest may be the section "Best Practices in Schools and School Divisions Performing Well on the SOL [Standards of Learning] Tests." Also available is a summary of this report. (Joint Legislative Audit and Review Commission of the Virginia General Assembly, 2004)...

Early Success Performance Plan: Educational Reform in the Montgomery County Public Schools - This brief report ourlines the comprehensive education reform initiative the Montgomery County, Maryland, district launched in 1999. Establishing new curricula, a pre-K-8 curriculum framework, diagnostic assessments, full-day kindergarten, extended day opportunities and reduced class sizes for lower-income children, teacher and leadership quality initiatives and a host of other reforms, the district has observed increased student achievement, particularly in higher-poverty classrooms. (Montgomery County Public Schools, Rockville, Maryland, May 2003)...

Florida School Report: Preliminary Results, High Performing Schools - This best-practices study identifies the common approach that 20 high-performing schools in Florida use to increase student achievement. Principal leadership, focusing on reading and budget flexibility are some of the characteristics shared by these schools. (Florida Atlantic University, 2003)...

San Diego City Schools: Comprehensive Reform Strategies at Work - This study examines such a transformation in the country’s eighth largest school district, the 140,000-student San Diego City Schools. An unusual leadership arrangement allowed the district to build and nurture new instructional supports based on research, create significant changes both in the central office and at school sites, and forcefully direct a process that replaced traditions with effective learning practices. (Teaching Quality Policy Brief, Center for the Study of Teaching and Policy, February 2002)...


What States Are Doing Current

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