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Author: Nelson Smith Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
What happens when policymakers create statewide school districts to turn around their worst-performing public schools? In Louisiana and Tennessee, Recovery School Districts (RSDs) have made modest-to-strong progress for kids and serve as national models for what the future of education governance might hold. In the Great Lakes State, the story is more complicated. In "Redefining the School District in Michigan," Nelson Smith examines the progress of the Education Achievement Authority (EAA). The EAA shares basic features with its brethren in Louisiana and Tennessee in that all three are charged with resuscitating the state's worst schools within the confines of a separate, autonomous school district. But unlike the RSD in the Bayou State--which comprises over eighty schools statewide--the EAA is so far a smaller effort; it is responsible for just fifteen schools, all in Detroit, with further expansion stymied. Like Tennessee's Achievement School District (ASD), the EAA was created in response to the Race to the Top competition. Yet it is an interesting hybrid of both existing models, combining the governance reforms of the RSD and ASD with a big push for competency-based learning. States that want to embrace this approach to school turnarounds need to create conditions that are essential to success, Fordham's report concludes. Michigan's effort--though laudable and in many ways heroic--was hobbled from the start from too many compromises and too little political support. [For "Redefining the School District in Tennessee. Part One of a Three-Part Series," see ED560000; and for "Redefining the School District in America. Part Three of a Three-Part Series," see ED559998].
Author: Nelson Smith Publisher: ISBN: Category : Languages : en Pages : 37
Book Description
What happens when policymakers create statewide school districts to turn around their worst-performing public schools? In Louisiana and Tennessee, Recovery School Districts (RSDs) have made modest-to-strong progress for kids and serve as national models for what the future of education governance might hold. In the Great Lakes State, the story is more complicated. In "Redefining the School District in Michigan," Nelson Smith examines the progress of the Education Achievement Authority (EAA). The EAA shares basic features with its brethren in Louisiana and Tennessee in that all three are charged with resuscitating the state's worst schools within the confines of a separate, autonomous school district. But unlike the RSD in the Bayou State--which comprises over eighty schools statewide--the EAA is so far a smaller effort; it is responsible for just fifteen schools, all in Detroit, with further expansion stymied. Like Tennessee's Achievement School District (ASD), the EAA was created in response to the Race to the Top competition. Yet it is an interesting hybrid of both existing models, combining the governance reforms of the RSD and ASD with a big push for competency-based learning. States that want to embrace this approach to school turnarounds need to create conditions that are essential to success, Fordham's report concludes. Michigan's effort--though laudable and in many ways heroic--was hobbled from the start from too many compromises and too little political support. [For "Redefining the School District in Tennessee. Part One of a Three-Part Series," see ED560000; and for "Redefining the School District in America. Part Three of a Three-Part Series," see ED559998].
Author: Nelson Smith Publisher: ISBN: Category : Languages : en Pages : 48
Book Description
In "Redefining the School District in America," Nelson Smith reexamines existing recovery school districts (RSDs)--entities in Louisiana, Tennessee, and Michigan charged with running and turning around their state's worst schools--and assembles the most comprehensive catalog of similar initiatives underway and under consideration elsewhere. Among more than twenty recommendations gleaned from both failed and successful attempts to create and implement RSDs, Smith recommends that those who go down the turnaround path should: (1) Call your lawyer. A close reading of the state constitution is essential. Some states are so wedded to traditional forms of "local control" that setting up a state district will require fancy legal footwork, if not a constitutional amendment; (2) Decide the endgame--for both schools and the turnaround district. Apart from setting goals for school performance, other decisions must be addressed--and the earlier the better; (3) Expect course corrections. Running a statewide district is a huge, complex undertaking full of political, financial, and logistical challenges--not to mention the myriad crises and complications that always arise in institutions serving real children. Sometimes even turnaround efforts need to turn around; and (4) Give the locals a chance. After taking over failing schools, reformers sent by the state may want to clean house and start fresh with a whole new cast of characters. Yet incumbent staff should be given the opportunity to apply for work under the new arrangement and prove that, under different circumstances, they can shine. As with everything in education reform, when it comes to the design of turnaround districts, details truly matter. [For "Redefining the School District in Tennessee. Part One of a Three-Part Series," see ED560000; and for "Redefining the School District in Michigan. Part Two of a Three-Part Series," see ED559995.].
Author: Nelson Smith Publisher: ISBN: Category : Languages : en Pages : 32
Book Description
As the challenges of education governance loom ever larger and the dysfunction and incapacity of the traditional K-12 system reveal themselves as major roadblocks to urgently needed reforms across that system, many have asked, "What's the alternative?" Part of the answer is the Recovery School District, a new state-created entity that that has the potential to turn around schools that have--often for decades--produced dreadful results under district control. This is both a governance innovation and an imaginative response to pressure (from No Child Left Behind, from Secretary Arne Duncan, and from many other sources) to transform the nation's most egregious "dropout factories" into providers of quality education and sources of worthy school choices for children who urgently need them. "Redefining the School District in Tennessee," by Nelson Smith, examines the progress of the Tennessee Achievement School District (ASD), a statewide model for school turnarounds based on Louisiana's pioneering Recovery School District. The ASD is now leading the charge in developing talented building and classroom leaders, luring high-quality charter-management organizations to The Volunteer State, and incubating new school-choice networks. It runs some schools directly and entrusts others to external charter operators. But the goal remains the same: turn the bottom 5 percent of schools into high-achieving ones (top 25 percent) within five years. Will this happen? ASD is too new to have produced definitive evidence. But its forerunner in New Orleans, where the percentage of students performing on grade level continues to rise, demonstrates what's possible. This is the first of a three-part series focused on recovery school districts. The second will target similar efforts in Michigan and Virginia; the third will review and distill national lessons from all of these endeavors. [For "Redefining the School District in Michigan. Part Two of a Three-Part Series," see ED559995; and for "Redefining the School District in America. Part Three of a Three-Part Series," see ED559998.].
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Michael Van Beek Publisher: ISBN: Category : Languages : en Pages : 16
Book Description
In this latest installment of the Mackinac Center for Public Policy's new "Schools of Innovation" series, we discuss how Berrien Springs school district is reinventing public school. This study examines how the district has become more racially diverse, enrollment is growing rapidly, and they are using that growth to inject some much needed balance to the school funds. All this has been due to the district's expansion of digital learning options, becoming a "district of choices." The effectiveness of virtual learning and the resulting increase in district enrollment have fueled the expansion of other school programs--a marked contrast to the many Michigan school districts that have struggled to maintain their offerings during the state's economic slump.
Author: David Osborne Publisher: Bloomsbury Publishing USA ISBN: 1632869918 Category : Education Languages : en Pages : 433
Book Description
From David Osborne, the author of Reinventing Government--a biting analysis of the failure of America's public schools and a comprehensive plan for revitalizing American education. In Reinventing America's Schools, David Osborne, one of the world's foremost experts on public sector reform, offers a comprehensive analysis of the charter school movements and presents a theory that will do for American schools what his New York Times bestseller Reinventing Government did for public governance in 1992. In 2005, when Hurricane Katrina devastated New Orleans, the city got an unexpected opportunity to recreate their school system from scratch. The state's Recovery School District (RSD), created to turn around failing schools, gradually transformed all of its New Orleans schools into charter schools, and the results are shaking the very foundations of American education. Test scores, school performance scores, graduation and dropout rates, ACT scores, college-going rates, and independent studies all tell the same story: the city's RSD schools have tripled their effectiveness in eight years. Now other cities are following suit, with state governments reinventing failing schools in Newark, Camden, Memphis, Denver, Indianapolis, Cleveland, and Oakland. In this book, Osborne uses compelling stories from cities like New Orleans and lays out the history and possible future of public education. Ultimately, he uses his extensive research to argue that in today's world, we should treat every public school like a charter school and grant them autonomy, accountability, diversity of school designs, and parental choice.
Author: Linda Christensen Publisher: Rethinking Schools ISBN: 0942961439 Category : Education Languages : en Pages : 305
Book Description
Teaching for Joy and Justice is the much-anticipated sequel to Linda Christensen's bestselling Reading, Writing, and Rising Up. Christensen is recognized as one of the country's finest teachers. Her latest book shows why. Through story upon story, Christensen demonstrates how she draws on students' lives and the world to teach poetry, essay, narrative, and critical literacy skills. Teaching for Joy and Justice reveals what happens when a teacher treats all students as intellectuals, instead of intellectually challenged. Part autobiography, part curriculum guide, part critique of today's numbing standardized mandates, this book sings with hope -- born of Christensen's more than 30 years as a classroom teacher, language arts specialist, and teacher educator. Practical, inspirational, passionate: this is a must-have book for every language arts teacher, whether veteran or novice. In fact, Teaching for Joy and Justice is a must-have book for anyone who wants concrete examples of what it really means to teach for social justice.
Author: Nelson Smith
Author: Nelson Smith
Author: Nelson Smith
Author: Nelson Smith
Author: Joyce L. Epstein
Author: Michael Van Beek
Author: David Osborne
Author: 
Author: Linda Christensen
Author: 
Author: Michigan Education Association. Dept. of Elementary School Principals