3 edition of Low-performing schools found in the catalog.
by AEL, Inc., U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center in [Charleston, WV], [Washington, DC]
Written in English
|Other titles||Low performing schools|
|Contributions||Educational Resources Information Center (U.S.)|
|The Physical Object|
The idealist says, “If we can turn around one low-performing school, I know it’s possible, so let’s find out how to do it elsewhere.” The pragmatist recognizes that it will probably never be the case that many of the low-performing schools will be moved up . Praise for Leading School Turnaround "Going beyond their previous considerable work on the study of leadership, Kenneth Leithwood, Alma Harris, and Tiiu Strauss now get up-close and detailed. They use their powerful framework for how school leaders influence student learning, but this time they get inside the 'how.'/5(17).
low-performing schools have found it difficult to trans-late these general principles into an effective action plan for improvement. Thus, many low-performing schools are turning to research for solutions. Instead of attempting to reinvent the wheel, faculty members are choosing to adopt replicable, research-based reform programs that have aFile Size: KB. New Book Focuses on the Role of Districts in Leading Complex Educational Reforms for Low-Performing Schools. Kara Finnigan, associate professor of educational policy at the Warner School of Education at the University of Rochester, and Alan Daly, professor and chair of education studies at the University of California-San Diego, have co-edited a book about the .
Low-Performing Schools. The 45 low-performing schools in this study were identified by the Alabama SDE staff from all the schools in the state (approximately 1,). Schools in Alabama must set a student achievement goal each year related to their Scholastic Achievement Test-9 (SAT-9) scores. Schools must design an improvement plan to reach. Students in low-performing schools also have less access to challenging courses that will inspire them and set a positive course for their future. And all too often, students in low-performing schools lack a parent, coach or mentor who can help navigate their academic and personal challenges.
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LEADING SCHOOL TURNAROUND. Leading School Turnaround offers new perspectives and concrete, evidence-based guidelines for the educational leaders and administrators faced with the challenge of turning our low-performing schools around.
Using the tools outlined in this groundbreaking book, school leaders can guide their schools to higher levels of achievement Cited by: Leadership for Low-Performing Schools may be the most important Low-performing schools book of the decade.
Dan Duke’s focus on “Never-give-up leadership,” combined with a step-by-step guide for working through stumbling blocks he’s seen in decades of work in troubled contexts, make this a 5/5(2). Low-Performing Schools. What to do about chronically low-performing schools has become a central issue in education policy, strongly influencing state school improvement efforts and accountability.
Intervening in Chronically Low-Performing Schools. As this guide illustrates, states and districts must play a role in creating the capacity, vision, and commitment needed to improve their lowest performing g schools accountable for performance is not enough.
Low-performing schools usually have limited capacity, on their own, to make the kinds of changes necessary to. Leadership in Low-performing schools book Schools book. Read reviews from world’s largest community for readers.
No greater challenge faces our society than improving /5(3). An unprecedented amount of attention in recent years has been focused on turning around low-performing schools. Drawing on insights from Tyack and Cuban's ( Tyack, D. This book draws on extensive research by the author and others on the actions needed to turn around low-performing schools.
First, however, the book examines the personal qualities needed to undertake the turnaround process. Following chapters provide guidelines on diagnosing the school-based causes of low achievement and developing a school Brand: Rowman & Littlefield Publishers.
low‐performing elementary and middle schools are part of the problem as well, since their students emerge from 8th grade without the foundations needed to succeed in high school and beyond.2 At the same time, persistently low‐performing schools are not the only ones failing to prepare students forFile Size: KB.
Chronically low-performing schools need to maintain a sharp focus on improving instruction at every step of the reform process.
To improve instruction, schools should use data to set goals for instructional improvement, make changes to immediately and directly affect instruction, and continually reassess student learning and instructional.
Leadership for Low-Performing Schools may be the most important book of the decade. Dan Duke’s focus on “Never-give-up leadership,” combined with a step-by-step guide for working through stumbling blocks he’s seen in decades of work in troubled contexts, make this a must read : Rowman & Littlefield Publishers, Inc.
TURNING AROUND LOW-PERFORMING SCHOOLS A Guide for State and Local Leaders AI challenge every school district to adopt high standards, to abolish social promotion, to move aggressively to help all students make the grade through tutoring and summer schools, and to hold schools accountable for results, giving them the tools and the.
But he said low-performing schools demand a dedicated leader. Steve Tozer, a University of Illinois at Chicago professor who is an expert. low-performing schools—a process commonly referred to as creating “turnaround schools.” The guide defines turnaround schools using two criteria.
First, chronically poor performing schools are those with a high proportion of students (20% or more) failing to. This book addresses the six steps used by nation-wide schools and specifically by the Compton Unified School District to overcome low-performance.
Countless examples on how multi-stressed, low-performing schools can overcome obstacles to respond to the unique learning needs of students and adults are provided in each of the six steps.
For other districts with low-performing schools, the recent passage of the Every Student Succeeds Act, or ESSA, presents an opportunity to implement similar comprehensive, evidence-based school. Some schools are called low performing because of low test scores, but they don’t have to be defined by test scores alone.
Some public schools are called low-performing schools if a substantial number of students (usually 20 percent or more) are not proficient in reading or mathematics for two or more years.
His latest book is Surpassing Shanghai: An Agenda for American Education Built on the World's Leading Systems. Top Performers - low-performing schools Archives - Education Week Education Week. Closing low-performing schools and reopening new schools or sending students to other, higher-performing schools has shown positive outcomes for students and Author: Susanna Loeb.
This book is one of the first that prioritizes the universality and nuance of leading low-performing schools globally. CONTENTS International Perspectives on Leading Low-Performing Schools: Opportunities for Local Improvement, Coby V.
Meyers and Marlene J. Darwin. Turning Around Chronically Low-Performing Schools Contents. Introduction. The What Works Clearinghouse standards and their relevance to this guide. Turning Around Chronically Low-Performing Schools. Overview. Summary of level of evidence to support recommendations.
Checklist for carrying out the recommendations. 9 File Size: 1MB. This report explores the literature on developing and sustaining high-performing schools.
First, common characteristics of low-performing schools are described, such as the combination of community poverty, low expectations for student achievement, high teacher absenteeism, and high rates of teacher turnover.
Schools that succeed despite poverty show a strong focus on Cited by: In this series, we interview a Curry faculty member about their latest book. Leadership for Low-Performing Schools Daniel L. Duke Published Janu Rowan & Littlefield Publishers Leadership for Low-Performing Schools pulls together decades of Daniel Duke’s work and the work of others engaged in preparing educators to turn around chronically low-performing schools.This book is one of the first that prioritizes the universality and nuance of leading low-performing schools globally.
This book contains the following chapters: (1) International Perspectives on Leading Low-Performing Schools: Opportunities for Local Improvement (Coby V. Meyers and Marlene J. Darwin); (2) Reclaiming Turnaround for Equity and Author: Coby Meyers, Marlene Darwin.