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 executive made a daring swap within the method 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 colleges from an elected institution board to the mayor, built a brand new kingdom division of schooling, created the location of chancellor, and made different major administration alterations. A Plan for comparing the District of Columbia's Public colleges bargains a framework for comparing the consequences of PERAA on DC's public colleges. The publication recommends an assessment application that features a systematic every year public reporting of key information in addition to in-depth stories of high-priority matters together with: caliber of lecturers, principals, and different body of workers; caliber of school room instructing and studying; ability to serve weak young children and formative years; merchandising of relatives and group engagement; and caliber and fairness of operations, administration, and amenities. As a part of the assessment software, the Mayor's workplace should still produce an annual report back to the town at the prestige of the general public faculties, together with an research of tendencies and the entire underlying info. A Plan for comparing the District of Columbia's Public faculties means that D.C. have interaction neighborhood universities, philanthropic companies, and different associations to strengthen and maintain an infrastructure for ongoing examine and evaluate of its public faculties. Any potent review application has to be self sufficient of college and town leaders and aware of the desires of all stakeholders. also, its study 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
1989). Rediscovering Institutions: The Organizational Basis of Politics. New York: Free Press. P. (1995). Democratic Governance. New York: Free Press. Marsh, J. (2002). How districts relate to states, schools, and communities: A review of emerging literature. M. Hightower, M. Knapp, J. Marsh, and M. ), School Districts and Instructional Renewal (pp. 25-40). New York: Teachers College Press. , et al. (2005). The Role of Districts in Fostering Instructional Improvement Lessons from Three Â�Urban Districts Partnered with the Institute for Learning.
2007; Wenglinsky, 2000). Districts are also appealing to study because it is at this level that promising reforms can be brought to scale. Though districts are complex—and each has its own characteristics and challenges—they also have the power to implement more comprehensive reforms than are possible at the singleschool level. Since the reform movement took hold, districts have also learned from one another, and they have explored a range of approaches to building on the standards-based approach as they work to bring about improvements in even the most challenged schools.
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. American Educational Research Journal, 35(1), 33-63. , and Vernez, G. (2010). Reauthorizing No Child Left Behind: Facts and Recom mendations. Santa Monica, CA: RAND Corporation. , and Stecher, B. (2010).
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