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 procedure. In 2007 the DC govt made a daring switch within the approach it governs public schooling with the target of shaking up the approach and bringing new strength 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 colleges from an elected institution board to the mayor, built a brand new kingdom division of schooling, created the placement 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 evaluate software that features a systematic every year public reporting of key facts in addition to in-depth stories of high-priority matters together with: caliber of lecturers, principals, and different team of workers; caliber of school room instructing and studying; ability to serve susceptible young ones and formative years; merchandising of relatives and group engagement; and caliber and fairness of operations, administration, and amenities. As a part of the review application, the Mayor's place of work should still produce an annual report back to the town at the prestige of the general public faculties, together with an research of traits and all of the underlying facts. A Plan for comparing the District of Columbia's Public colleges means that D.C. have interaction neighborhood universities, philanthropic organisations, and different associations to advance and maintain an infrastructure for ongoing study and assessment of its public colleges. Any potent review software needs to be self sufficient of college and town leaders and attentive to the wishes of all stakeholders. also, its learn may still meet the top criteria for technical quality."--Publisher's description.
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Additional info for A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence
New York: Teachers College Press. Hill, P. (2011). Leadership and Governance in New York City School Reform. New York: American Institutes for Research. Improving America’s Schools Act of 1994. (1994). S. R. 103-382 October 20, 103rd Congress. Institute on Education Law and Policy, Rutgers University. (2010). Governance and Urban School Improvement: Lessons for New Jersey from Nine Cities. Available: http://nsrc. html [accessed March 2011]. , and Haines, N. (2007). From accountability to privatization and African American exclusion.
As districts pursue reform, they are eager to know what has worked well in other places—and what accounts for the gains that are observed. Many districts have seen periods of apparent progress followed by periods when improvement seems to stall. Researchers have raised questions about the inferences to be drawn from test scores—the most easily available measures of progress (see Chapter 5). And because districts have such broad responsibilities they may make strong progress in one area—say, improving outcomes for English language learners—while other problems, such as dropout rates, remain unsolved.
3. Although PERAA requires a specific evaluation, we interpret its purpose more broadly: to establish for the residents and leaders of DC a sustainable ongoing program of evaluation that provides reliable information they can use to continually improve the school system. 4. Although much attention has been focused on the actions of the mayor and chancellor who began the process of implementing PERAA, neither the provisions of the law nor their actions are likely to provide the principal explanations for all the changes in teaching, learning, and student progress.
A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence by National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools