A Plan for Evaluating the District of Columbia's Public by National Research Council, Division of Behavioral and Social

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 process. In 2007 the DC executive made a daring switch within the method it governs public schooling with the aim of shaking up the procedure and bringing new strength to efforts to enhance results for college kids. the general public schooling Reform modification Act (PERAA) shifted keep an eye on of the city's public faculties 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 adjustments. A Plan for comparing the District of Columbia's Public colleges deals a framework for comparing the results of PERAA on DC's public faculties. The booklet recommends an assessment software that features a systematic every year public reporting of key information in addition to in-depth stories of high-priority concerns together with: caliber of academics, principals, and different group of workers; caliber of lecture room instructing and studying; potential to serve weak young children and early life; promoting of relations and group engagement; and caliber and fairness of operations, administration, and amenities. As a part of the review software, the Mayor's place of work should still produce an annual report back to town at the prestige of the general public colleges, together with an research of tendencies and the entire underlying information. A Plan for comparing the District of Columbia's Public colleges means that D.C. interact neighborhood universities, philanthropic agencies, and different associations to boost and maintain an infrastructure for ongoing study and assessment of its public colleges. Any potent evaluate software has to be self sufficient of college and town leaders and conscious 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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A combination of research, experience, and intuition about school governance and the prospects for systemic improvement have made it appealing to educators and policy makers alike. They find it compelling because it addresses concerns that a major obstacle to improvement is the frag19 20 EVALUATING THE DISTRICT OF COLUMBIA’S PUBLIC SCHOOLS mented nature of school governance and the frayed connections among major school functions—curriculum, instruction, assessment, and professional develÂ�opÂ�ment.

Our recommended design is presented and discussed in Chapter 7. We note the logic that leads us to this conclusion. In general terms we differentiate among the intent of the reform (as articulated in the law), its implementa­ tion (actions taken by DCPS and the city government), and its effects (on student learning and other valued outcomes). Though questions about the reform’s effects on learning are perhaps the most important and the ones with greatest long-term impact, they also require the most data, the most rigorous analysis, and the most patience.

J. (2002). The district role in instructional renewal: Setting the stage for dialogue. M. Hightower, M. Knapp, J. J. ), School Districts and Instructional Renewal (pp. 1-6). 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.

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