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K - 12 Education |
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District Reforms |
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Instructional Leadership, Teaching Quality, and Student Achievement
Suggestive Evidence from Three Urban School Districts
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2007. Janet C. Quint, Theresa M. Akey, Shelley Rappaport, and Cynthia J. Willner.
Does providing instruction-related professional development to school principals set in motion a chain of events that can improve teaching and learning in their schools? This report examines professional development efforts by the University of Pittsburgh’s Institute for Learning in elementary schools in Austin, St. Paul, and New York City.
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The Challenge of Supporting Change
Elementary Student Achievement and the Bay Area School Reform Collaborative’s Focal Strategy
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2006. Kristin E. Porter and Jason C. Snipes.
The Bay Area School Reform Collaborative’s focal strategy, a system-wide reform that coaches district and school leaders, supports evidence-based decision-making, and promotes networking within and among schools, has no strong association with changes in elementary student achievement.
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The Search for Progress
Elementary Student Achievement and the Bay Area School Reform Collaborative's Focal Strategy
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2006. Kristin E. Porter, Jason C. Snipes, and Jean Eisberg.
The Bay Area School Reform Collaborative’s strategy seeks to raise student achievement in six elementary school districts in the San Francisco Bay Area by coaching supervisors, principals, and teachers, instituting evidence-based decision making, and promoting sharing of experiences among schools. During the first two years of implementation, MDRC found no strong, pervasive association with student achievement.
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Doing What Counts
Design Principles for a Study on Teacher Incentives
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2006. Jason C. Snipes, Janet C. Quint, Shelley Rappaport, and Lynne Steuerle Schofield.
This paper, produced by MDRC and the Laboratory for Student Success at Temple University, describes design principles for a study about the use of incentives to recruit and retain high-quality teachers for underperforming schools.
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Foundations for Success
Case Studies of How Urban School Systems Improve Student Achievement
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The Council of the Great City Schools.
2002. Jason Snipes, Fred Doolittle, Corinne Herlihy.
Some of the nation's fastest improving urban school systems are raising overall academic performance while reducing achievement gaps among students of different racial groups. But instead of taking a school-by-school approach, they are tackling education reform on a district wide basis.
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