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  1. Charter school operations and performance : evidence from California

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    Charter school operations and performance : evidence from California

    2003
    Summary: The study represents a comprehensive study of accessibility, student achievement, governance, and operation of California's charter schools, drawing from survey data and case studies
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    150057-ebscobog:ocm53041643|980|.
    Bidrag af: 
    Rand Education Institute
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    Print version: Charter school operations and performance, Introduction / Ron Zimmer, Derrick Chau, and Brian Gill -- Students served by charter schools / Derrick Chau, Dan McCaffrey, Ron Zimmer, Glenn Daley, and Brian Gill -- Academic outcomes / Richard Buddin and Ron Zimmer -- Authorization, governance, and oversight of charter schools / Derrick Chau, Glenn Daley, and Brian Gill -- Charter school finances and facilities / Cathy Krop -- Academic environments of charter and conventional public schools / Laura Hamilton -- Staffing in charter and conventional public schools / Cassandra Guarino -- Special education in charter and conventional public schools / Cassandra Guarino and Derrick Chau -- Conclusions and implications / Ron Zimmer and Cassandra Guarino -- Appendix A: Research methods -- Appendix B: Charter and conventional public school comparison methods -- Appendix C: Academic Outcomes -- Appendix D: Surveys administered for the study, At bottom of t.p.: Rand Education, "MR-1700-EDU"--Page 4 of cover, Electronic reproduction. S.l. : HathiTrust Digital Library, 2010
    ISBN nr.: 
    9780833034144, 0833034146
    Udgiver: 
    Rand
    Rettigheder: 
    Use copy: Restrictions unspecified
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    voksenmaterialer
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    150057-ebscobog:ocm53041643|260|a
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    150057-ebscobog:ocm53041643|980|a
  2. Toward a culture of consequences : performance-based accountability systems for public services : executive summary

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    Toward a culture of consequences : performance-based accountability systems for public services : executive summary

    2010
    Summary: Performance-based accountability systems (PBASs), which link incentives to measured performance as a means of improving services to the public, have gained popularity. While PBASs can vary widely across sectors, they share three main components: goals, incentives, and measures. Research suggests that PBASs influence provider behaviors, but little is known about PBAS effectiveness at achieving their performance goals or about government and agency experiences. This document summarizes a study that examined nine PBASs in five sectors: child care, education, health care, public health emergency preparedness, and transportation. In the right circumstances, a PBAS can be an effective strategy for improving service delivery. Optimum circumstances include having a widely shared goal, unambiguous observable measures, meaningful incentives for those with control over the relevant inputs and processes, few competing interests, and adequate resources to design, implement, and operate the PBAS. However, these conditions are rarely fully realized, so it is difficult to design and implement PBASs that are uniformly effective. PBASs represent a promising policy option for improving the quality of service-delivery activities in many contexts. The evidence supports continued experimentation with and adoption of this approach in appropriate circumstances. Even so, PBAS design and its prospects for success depend on the context in which it will operate. Also, ongoing system evaluation and monitoring are integral components of a PBAS; they inform refinements that improve system functioning over time
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    Bidrag af: 
    Rand Education Institute
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    Print version: Toward a culture of consequences, Cover; Title Page; Copyright; Preface; Contents; Table; Acknowledgments; Abbreviations; Executive Summary; Research Approach; Findings; Decision to Adopt a Performance-Based Accountability System Is Shaped by Political, Historical, and Cultural Contexts; Selection of Incentive Structures Has Proven Challenging; Design of Performance Measures Requires a Balance Among Competing Priorities; Successful Implementation Must Overcome Many Potential Pitfalls; Evidence of System Effectiveness Is Limited and Leads to Varying Conclusions by Sector; Recommendations for System Developers, Design of the Performance-Based Accountability SystemIncentives and Performance Measurement; Implementation; Evaluation; Areas for Further Research; Concluding Thoughts; APPENDIX: The Five Sectors; Back Cover
    ISBN nr.: 
    9786612940439, 9781282940437, 9780833050359, 6612940433, 1282940430, 0833050354
    Udgiver: 
    RAND
    Målgruppe: 
    voksenmaterialer
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    150057-ebscobog:ocn678606285|260|a
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    150057-ebscobog:ocn678606285|980|a
  3. Expanding the reach of education reforms : perspectives from leaders in the scale-up of educational interventions

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    Expanding the reach of education reforms : perspectives from leaders in the scale-up of educational interventions

    2004
    Summary: How does one spread a successful educational reform? The essays here recount the authors experiences with the scale-up process
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    150057-ebscobog:ocn154307772|980|.
    Bidrag af: 
    Rand Education Institute
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    Print version: Expanding the reach of education reforms, Introduction: framing the problem -- Cognitively guided instruction: challenging the core of educational practice-- The national writing project: scaling up and scaling down -- Impediments to scaling up effective comprehensive school reform models -- Scaling up success for all: lessons for policy and practice -- Taking education programs to scale: lessons from the field -- Reaching for coherence in school reform: the case of America's Choice -- A different way of growing -- Co-nect at the crossroads: four considerations on getting to scale -- Scaling up turning points through autonomous regional centers -- Scaling up talent development high schools: lessons learned from comprehensive high school reform -- Taking high schools that work to scale: the evolution of a high school reform program -- The first few years of Edison Schools: ten lessons in getting to scale -- School districts as learning organizations: a strategy for scaling education reform -- Choices and consequences in the Bay Area School Reform Collaborative: building the capacity to scale up whole-school improvement -- Leveraging the market to scale up school improvement programs: a fee-for-service primer for foundations and nonprofits -- Summary: toward a more systematic approach to expanding the reach of educational interventions -- Contributors -- Program descriptions and contact information, At foot of t.p.: Rand Education, "MG-248-FF"--Page 4 of cover
    ISBN nr.: 
    9781598751154, 9780833040657, 9780833036599, 1598751158, 0833040650, 0833036599
    Udgiver: 
    RAND
    Målgruppe: 
    voksenmaterialer
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    150057-ebscobog:ocn154307772|260|a
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    150057-ebscobog:ocn154307772|980|a
  4. Making summer count : how summer programs can boost children's learning

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    Making summer count : how summer programs can boost children's learning

    2011
    Summary: "Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes"--Provided by publisher
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    Bidrag af: 
    Rand Education Institute, Wallace Foundation
    Note: 
    Print version: Making summer count, Introduction -- Time, learning, learning decay, and summer learning loss -- Effectiveness of summer learning programs -- Costs of summer programming -- Creating and maintaining summer learning programs -- Conclusions and recommendations
    ISBN nr.: 
    9786613153302, 9781283153300, 9780833052711, 9780833052698, 6613153303, 1283153300, 0833052713, 0833052691
    Udgiver: 
    RAND Corporation
    Målgruppe: 
    voksenmaterialer
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    150057-ebscobog:ocn741614050|260|a
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    150057-ebscobog:ocn741614050|980|a
  5. Implementation and performance in New American Schools : three years into scale-up

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    Implementation and performance in New American Schools : three years into scale-up

    2001
    Summary: Spurred by the piecemeal approach to school reform that had produced little change in the nation's test scores, New American Schools (NAS) launched its efforts for whole-school reform in 1991. As a private nonprofit organization, NAS's mission is to help schools and districts dramatically raise the achievement levels of large numbers of students by using whole-school designs and design team assistance during the implementation process. NAS is currently in the scale-up phase of its effort in which the designs are being widely diffused in partnering jurisdictions across the nation. This book provides an overview of the progress in implementation and performance in a longitudinal sample of schools three years into the scale-up phase. It describes trends in implementation, school performance, and related factors for the sample of NAS schools. Overall, the authors' analyses strongly underscore the importance of both the district environment and design team assistance in implementation. Without leadership, support, and availability of resources at the district level; without clear communication, provision of materials and staff support; and without efforts on the part of design teams to build a consensus of teacher support, implementation is likely to fail or at least lag far behind. Their findings also suggest comprehensive school reforms face many obstacles during implementation, and because of this, whole-school designs face continuing challenges in dramatically raising the achievement of all students
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    Bidrag af: 
    Rand Education Institute
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    Print version: Implementation and performance in New American Schools, A Brief History of New American Schools and RAND's Role in Monitoring the Effort -- Analyzing Implementation and Performance in NAS Schools: a Conceptual Framework -- RAND's Sample of New American Schools -- Status of Implementation -- Factors Affecting Implementation -- Performance Trends in NAS Schools -- Qualitative Outcome Indicators -- Conclusions and Policy Implications -- Appendix A: Key Studies in RAND's Evaluation of NAS School Reform -- Appendix B: Description of Additional Implementation Indicators of the Designs, by Jurisdiction and Design Team, 1997 and 1998 -- Appendix C: Models of Performance Expectations, Instructional Strategies, and Professional Development and Implementation Indices -- Appendix D: Description of Standardized Tests Used by Various Jurisdictions -- Appendix E: Graphs for Reading Scores for NAS Schools in Everett, Northshore, and Shoreline Districts in Washington -- Appendix F: RAND Principal and Teacher Questionnaires, "Prepared for New American Schools.", "This report was written under the aegis of RAND Education"--Page iv, Electronic reproduction. Place of publication not identified : HathiTrust Digital Library, 2010
    ISBN nr.: 
    9781598751406, 9780833029027, 9780585390338, 1598751409, 0833029029, 0585390339
    Udgiver: 
    RAND
    Rettigheder: 
    Use copy: Restrictions unspecified
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    voksenmaterialer
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    150057-ebscobog:ocm49569708|260|a
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    150057-ebscobog:ocm49569708|980|a
  6. Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district

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    Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district

    2002
    Summary: New American Schools (NAS) offers whole-school designs for schools and districts seeking to significantly raise the achievement of large numbers of students. This work has evaluated NAS reforms' effects on students and teachers in high-poverty schools
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    150057-ebscobog:ocm50882810|980|.
    Bidrag af: 
    Rand Education Institute
    Note: 
    Print version: Challenges of conflicting school reforms, New American Schools' ambitions for changing high-poverty classrooms -- Sources of data -- The district context for implementation of New American Schools' designs in San Antonio -- Implementation of New American Schools within a system of high-stakes accountability -- Classrooms implementing NAS design in a reform-minded district -- Effects of instructional conditions on student achievement -- Implications for school improvement in high-poverty settings, "Supported by New American Schools.", "Rand Education.", "MR-1483-EDU"--Page 4 of cover, Electronic reproduction. Place of publication not identified : HathiTrust Digital Library, 2010
    ISBN nr.: 
    9780833032256, 0833032259
    Udgiver: 
    Rand
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    Use copy: Restrictions unspecified
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    voksenmaterialer
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    150057-ebscobog:ocm50882810|260|a
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    150057-ebscobog:ocm50882810|980|a
  7. Toward a K-20 student unit record data system for California

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    Toward a K-20 student unit record data system for California

    2008
    Summary: To improve the progression of students through the educational system and to improve education quality, California needs a robust data system that can track an individual student's progress from kindergarten to college and beyond. Such a data system, commonly called a student unit record (SUR), would contain an individual electronic record of every student enrolled in an educational institution. Currently, 18 states can track individual students from kindergarten through postsecondary education, but California is not one of them. The authors of this report document the state of the various student data systems available for California's four education segments-K-12 public schools, the community colleges, California State University, and the University of California. They also assess the feasibility of and challenges to developing a SUR data system in the state. Finally, they identify steps that could be taken toward building and maintaining an integrated SUR system for California
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    150057-ebscobog:ocn234315620|980|.
    Bidrag af: 
    William & Flora Hewlett Foundation, Rand Education Institute
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    Print version: Toward a K-20 student unit record data system for California, Introduction -- California's current student data systems -- Major challenges and system design issues -- What next for California? -- Appendix A: Selected characteristics of states selected for interviews -- Appendix B: Illustrative interview protocol -- Appendix C: California student record data systems, "RAND Education.", "MG-695-WFHF"--Page 4 of cover, Electronic reproduction. S.l. : HathiTrust Digital Library, 2010
    ISBN nr.: 
    9780833044365, 9780833042064, 0833044362, 0833042068
    Udgiver: 
    RAND Corp
    Rettigheder: 
    Use copy: Restrictions unspecified
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    voksenmaterialer
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    150057-ebscobog:ocn234315620|260|a
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    150057-ebscobog:ocn234315620|980|a
  8. Assessing the progress of New American Schools : a status report

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    Assessing the progress of New American Schools : a status report

    1999
    Summary: New American Schools (NAS), a private nonprofit corporation, began in 1991 to fund the development of designs aimed at transforming entire schools at the elementary and secondary levels, seeking to engage the nation's best educators, business people, and researchers in an effort to create, test, and foster the implementation of schoolwide designs that "break the mold." The competition, development, and demonstration phases of this effort have been completed; the current "scaling-up" phase, with the goal of forming a critical mass of schools within partnering school districts, began in 1995. This report describes RAND's plan for collecting the data needed to address the overall questions posed for the effort: What were the NAS schools like before they implemented the designs? How have the designs and the assistance they provide evolved over time? Are the critical components of the NAS designs being implemented across a wide array of schools? Do the NAS designs extend beyond changes in school organization and governance and permeate classrooms to change curriculum and instruction? Over time, what is the progress of the schools being assisted by NAS design teams in improving student and school performance? Also described is RAND's analysis of the baseline characteristics--demographics, climate, and test scores--of NAS schools in the early implementation stages of the scale-up phase, an analysis that sought to answer the first of the overall questions: What were the NAS schools like before they implemented the designs?
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    150057-ebscobog:ocm47009085|980|.
    Bidrag af: 
    Rand Education Institute, New American Schools Organization
    Note: 
    Print version: Berends, Mark, 1962- ; Assessing the progress of New American Schools, Introduction and Research Questions -- Toward an Understanding of Schoolwide Reforms: Assessment of the Scale-Up Phase -- Baseline Description of New American Schools -- Summary of Findings and Work Ahead -- References, "Prepared for New American Schools.", "MR-1085-EDU"--Page 4 of cover
    ISBN nr.: 
    9780833043511, 9780833027610, 9780585349251, 083304351X, 0833027611, 0585349258
    Udgiver: 
    RAND
    Målgruppe: 
    voksenmaterialer
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    150057-ebscobog:ocm47009085|260|a
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    150057-ebscobog:ocm47009085|980|a
  9. Improving school leadership : the promise of cohesive leadership systems

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    Improving school leadership : the promise of cohesive leadership systems

    2009
    Summary: Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices
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    150057-ebscobog:ocn498417577|980|.
    Bidrag af: 
    Rand Education Institute, Wallace Foundation
    Note: 
    Print version: Improving school leadership, Introduction -- Data sources and analytic approach -- Policies and initiatives taken to improve leadership -- Variations in state and district roles in improving school leadership -- Building cohesion across policies and initiatives -- Effective strategies for system-building --Prospects for sustainability -- Support for the CLS hypothesis -- Recommendations -- Appendix A. Background information on study states and districts -- Appendix B. Indicators of leadership policy initiatives, factors of cohesion, conditions, and effective leadership practices -- Appendix C. Principal survey technical notes -- Appendix D. Principal end-of-day-log technical notes -- Appendix E. Index construction for the analyses in Chapter Eight -- Appendix F. Methodology and elaborated results for analyses in Chapter Eight, The cohesive leadership system hypothesis -- Research relevant to cohesive leadership systems -- Data Sources and Analytic Approach -- What policies and initiatives have states and districts pursued to improve school leadership? -- How are districts and states interacting to improve school leadership? -- To what extent have CLS sites built cohesion among policies and initiatives? -- How have sites built CLSs and why have some sites been more effective than others? -- How are sites attempting to scale up and sustain their work? -- Do we find support for the CLS hypothesis? -- Policies and Initiatives Taken to Improve Leadership -- Variations in State and District Roles in Improving School Leadership -- Building Cohesion Across Policies and Initiatives -- Efffective Stategies for System-Building -- Growing importance of the state -- Strategies pursued to develop cohesive leadership systems -- Differences in strategies across sites -- Contextual factors enabling and inhibiting efforts to build a CLS -- Contextual differences across sites -- Prospects for Sustainability -- Challenges to sustainment and expansion -- Strategies for sustainment and growth -- Support for the CLS Hypothesis -- Instructional leadership practices -- Links between favorable conditions and engagement with instructional leadership practices -- Recommendations -- Consider local contexts and address the challenges they pose -- Identify strong lead organizations and individuals -- Capitalize on external expertise and funding -- Build trust and mend fences -- Engage a broad coalition of stakeholders -- Hone skills at applying pressure while providing support -- Recognize innovative districts as "lead learners" -- Connect leadership efforts to standards and to other reforms in the state -- Solidify programs and funding through legislation and regulations -- Engage in continuous learning and improvement -- Commit to engaging in the work over the long term, "This study was conducted by RAND Education"--Preface, "Commissioned by the Wallace Foundation.", "MG-885-WF"--Page 4 of cover
    ISBN nr.: 
    9780833049179, 0833049178
    Udgiver: 
    RAND
    Målgruppe: 
    voksenmaterialer
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    150057-ebscobog:ocn498417577|260|a
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    150057-ebscobog:ocn498417577|980|a
  10. Organizational improvement and accountability : lessons for education from other sectors

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    Organizational improvement and accountability : lessons for education from other sectors

    2004
    Summary: The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability
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    150057-ebscobog:ocm55202554|980|.
    Bidrag af: 
    Brian M. Stecher, Sheila Nataraj Kirby (1946-), Rand Education Institute
    Note: 
    Print version: Organizational improvement and accountability, Introduction : accountability in education -- Malcolm Baldrige National Quality Award Program -- Toyota production system/lean manufacturing -- The Job Training Partnership Act and the Workforce Investment Act -- Accountability in the legal profession -- Clinical practice guidelines in the health sector -- Risk adjustment methods in health care accountability, "Rand Education.", "MG-136-WFHF"--Page 4 of cover, Electronic reproduction. S.l. : HathiTrust Digital Library, 2010
    ISBN nr.: 
    9786613909763, 9781283597319, 9780833035950, 6613909769, 1283597314, 0833035959
    Udgiver: 
    Rand Corp
    Rettigheder: 
    Use copy: Restrictions unspecified
    Målgruppe: 
    voksenmaterialer
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    150057-ebscobog:ocm55202554|260|a
    Available: 
    150057-ebscobog:ocm55202554|980|a