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Format: 1 online resource (55 pages)

Edition: 1st ed.

ISBN: 1-281-43015-3 , 9786611430153 , 0-8330-4426-5

Content: The leadership of Qatar has a social and political vision that calls for improving the outcomes of the Qatari K-12 education system. With this vision in mind, the leadership asked RAND to examine Qatar's K-12 education system, to recommend options for building a world-class system, and, subsequently, to develop the chosen option and support its implementation. The option that was selected includes internationally benchmarked curriculum standards, national testing based on those standards, independent government-funded schools, and parental choice among schools using annual school report cards. This executive summary provides an overview of Phase I (2001-2004) of the Qatari education reform initiative, Education for a New Era, based on RAND's experiences as part of this ambitious effort involving Qataris and Qatari organizations, and international consultants and contractors. An Arabic translation is included.

Note: "Prepared for the Supreme Education Council." , Cover; Preface; Executive Summary; Examining the Existing Sys; Designing the New System; Implementing the New System; Challenges; Recommendations; Implications Beyond Qatar , English

Additional Edition: ISBN 0-8330-4165-7

Language: English

Keywords: Electronic books

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Format: 1 online resource (313 p.)

Edition: 1st ed.

ISBN: 0-8330-3414-6

Content: The report analyzes an array of issues pertaining to accessibility, student achievement, governance, and operation of charter schools in California. Four specific research questions were investigated: (1) What population of students attends charter schools? (2) Is student achievement higher in charter schools than in conventional public schools? (3) What oversight and support do the chartering authorities provide? (4) How do charter schools differ from their conventional public school counterparts in terms of their operation, including finances, academic achievement, and staffing?

Note: At bottom of t.p.: Rand Education. , "MR-1700-EDU"--P. [4] of cover. , Cover; PREFACE; CONTENTS; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; ACRONYMS; Chapter One; INTRODUCTION; BACKGROUND: CHARTER SCHOOLS NATIONALLY AND IN CALIFORNIA; WHAT WE KNOW FROM PRIOR RESEARCH; FOCUS OF THIS RESEARCH; DATA SOURCES; Primary Data; Secondary Data; HOW WE CATEGORIZED CHARTER SCHOOLS; Conversion and Start-Up Charter Schools; Classroom-Based and Nonclassroom-Based Charter Schools; School Size; Independent and Dependent Charter Schools; LIMITATIONS OF THE STUDY; Data Limitations; Budgetary and Time Constraints; HOW THE REPORT IS ORGANIZED; Chapter Two , STUDENTS SERVED BY CHARTER SCHOOLSINTRODUCTION; ACCESS TO CHARTER SCHOOLS; Student Admissions Processes; Focus of School Services; CHARACTERISTICS OF STUDENTS IN CHARTER SCHOOLS; SCHOOL-BY-SCHOOL ANALYSIS; SUMMARY; Chapter Three; ACADEMIC OUTCOMES; INTRODUCTION; SCHOOL-LEVEL PERFORMANCE; STATEWIDE NONLONGITUDINALLY LINKED STUDENTLEVEL DATA; LONGITUDINALLY LINKED STUDENT-LEVEL DATA; COMPETITIVE EFFECT OF CHARTER SCHOOLS; SUMMARY; School-Level Analysis of API Scores; Statewide Nonlongitudinal Student Data; Longitudinally Linked Student Data; Competitive Effects of Charter Schools; Chapter Four , AUTHORIZATION, GOVERNANCE, AND OVERSIGHT OF CHARTER SCHOOLSINTRODUCTION; AUTHORIZATION OF CHARTER SCHOOLS; Description of Chartering Authorities; Development and Evaluation of Charter Petitions; The Outcomes of Charter Petitions; Closed or Revoked Charter Schools; Denied Charter Petitions; GOVERNANCE OF CHARTER SCHOOLS; Dependent and Independent Charter Schools; Legal Liability in Charter Schools; Charter School Autonomy; OVERSIGHT OF CHARTER SCHOOLS; Characteristics of Chartering Authority Oversight of Charter Schools; Chartering Authority Actions Toward Charter Schools , SERVICES PROVIDED BY CHARTERING AUTHORITIESSUMMARY; Authorization; Governance; Oversight; Services; Chapter Five; CHARTER SCHOOL FINANCES AND FACILITIES; INTRODUCTION; CHARTER SCHOOL FUNDING; Meeting Legislative Requirements; Participation in Categorical Aid Programs; PRIVATE DONATIONS TO CHARTER SCHOOLS; CHARTER SCHOOL EXPENDITURES; FACILITIES; OTHER FISCAL CHALLENGES; SUMMARY; Chapter Six; ACADEMIC ENVIRONMENTS OF CHARTER AND CONVENTIONAL PUBLIC SCHOOLS; INTRODUCTION; PROFESSIONAL DEVELOPMENT; Chartering Authorities' Involvement in Professional Development , Teacher Participation in Professional DevelopmentCURRICULUM AND INSTRUCTION; Programs and Scheduling Modifications; Courses and Academic Program Requirements; Computers; STUDENT TESTING; PARENT INVOLVEMENT; STUDENT DISCIPLINE; SUMMARY; Chapter Seven; STAFFING IN CHARTER AND CONVENTIONAL PUBLIC SCHOOLS; INTRODUCTION; THE CHARACTERISTICS OF TEACHERS; Teaching Credentials; Teaching Experience; THE CHARACTERISTICS OF PRINCIPALS; Credentials and Qualifications of Principals; Administrative and Teaching Experience; WORKING CONDITIONS AND COMPENSATION OF TEACHERS , WORKING CONDITIONS AND COMPENSATION OF PRINCIPALS , English

Additional Edition: ISBN 0-8330-3354-9

Language: English

Keywords: Electronic books ; Electronic books

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Format: 1 online resource (181 p.)

ISBN: 1-282-45136-7 , 9786612451362 , 0-8330-3615-7

Content: During the middle school years, young teens undergo multiple physical, socialemotional,and intellectual changes that shape who they are and how they function asadults. The schools young teens attend play a critical role in shaping these futures.Therefore, the state of the U.S. middle school is or should be of concern to all ofus.

Note: "Prepared for the Edna McConnell Clark Foundation." , "RAND Education." , Errata slip included. , Cover; Preface; The RAND Corporation Quality Assurance Process; Contents; Figures; Tables; Summary; Acknowledgements; Abbreviations; CHAPTER ONE - Goals, Terms, Methods, and Organization; Purpose; Defining Our Terms; Methodology; Scope; Organization; A Final Note; CHAPTER TWO - A Brief History of the U.S. Middle School; From an "Eight-Four" to a "Six-Six" Grade Configuration; The First Junior High Schools; The Junior High Becomes the Middle School; A Middle School Concept Emerges in the 1980's; Developmental Responsiveness in the 1990's; Role of Professional Organizations , Recent Debates and Research Findings Challenges, Recommendations, and Exploratory Ideas; CHAPTER THREE - Core Practices of the Middle School Concept; Interdisciplinary Team Teaching; Flexible Scheduling; Advisory Programs; A More Recent Practice: Looping; Obstacles for Implementation; Challenges, Recommendations, and Exploratory Ideas; CHAPTER FOUR - Academic Achievement; Sources of Data and Limitations; Comparing U.S. Students with Their Peers in Other Countries; Performance of Middle Grade Students Over Time; Achievement and the Accountability Movement , Understanding and Addressing Achievement Gaps Challenges, Recommendations, and Exploratory Ideas; CHAPTER FIVE - Conditions for Student Learning; Social-Emotional Problems and School Functioning; Disengagement, Social Alienation, and Dropping Out; Classroom Context and School Climate; School Safety; International Comparisons of Conditions for Learning; Challenges, Recommendations, and Exploratory Ideas; CHAPTER SIX - Principals; Effective Leadership; Principals' Perceptions of School Problems, Tasks, and Goals; Challenges, Recommendations, and Exploratory Ideas , CHAPTER SEVEN - Promoting Teacher Competence Through Training Preservice Training for Middle School Teachers; Professional Development for Middle School Teachers; Challenges, Recommendations, and Exploratory Ideas; CHAPTER EIGHT - Parental Involvement; The Many Forms of Parental Involvement; Parent Involvement and Student Achievement; Declining Parental Involvement; SASS Analysis of Parental Involvement in Elementary, Middle, and High Schools; CHAPTER NINE - Whole-School Reform Models; Different Ways of Knowing; Turning Points Transforming Middle Schools Model; Making Middle Grades Work , Middle Start Initiative Talent Development Middle School Model; AIM at Middle Grades Results; Implementation and Sustainability Issues; Challenges, Recommendations, and Exploratory Ideas; CHAPTER TEN - Conclusions and Recommendations; Summary of Findings; Recommendations; Looking to the Future; APPENDIX A - Characteristics of U.S. Public Schools Serving Middle Grades; APPENDIX B - International and National Data Sets; APPENDIX C - Factor Analysis of Health Behavior in School-Aged Children; APPENDIX D - Research Recommendations This; References , English

Additional Edition: ISBN 0-8330-3390-5

Language: English

Subjects: Education

Keywords: Electronic books ; Electronic books

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Format: 1 online resource (155 p.)

ISBN: 1-283-59731-4 , 9786613909763 , 0-8330-3595-9

Content: Examines five accountability models--two from the manufacturing sector; a performance incentive model used in the evaluation of job training programs for the poor; accountability in the legal sector; and accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. The authors summarize the models? effectiveness and draw lessons for implementing the No Child Left Behind Act.

Note: "Rand Education." , "MG-136-WFHF"--P. [4] of cover. , Cover; Preface; Contents; Figure and Tables; Summary; Acknowledgments; CHAPTER ONE; Introduction; Accountability in Education; Other Approaches to Educational Accountability 1; Accountability in Other Sectors; Organization of the Monograph; CHAPTER TWO; Malcolm Baldrige National Quality Award Program; Background; The Baldrige Criteria for Performance Excellence 4; Education Criteria for Performance Excellence 5; Organizational Performance Results; Strategic Planning; Information and Analysis; Process Management; Evidence on the Baldrige Framework: Effects on Performance; Validating the Framework , Effect on Operating Performance The K-12 Educational Sector Experience with the MBNQA; Winners of the Baldrige Award in Education; Chugach School District (CSD), Alaska7; Pearl River School District (PRSD), New York 8; Other Users of the Baldrige Criteria; Implications for Education; Institutional Self-Assessment May Be Inherently Beneficial; The Baldrige Process Supports Accountability; Educators May Find It Difficult to Understand and Translate the Criteria; Some Caveats; CHAPTER THREE; Toyota Production System/Lean Manufacturing; Overview of TPS/Lean Manufacturing; Focus on the Value Stream , Standardization Worker Empowerment; Evidence for Effects of TPS/Lean Manufacturing on Production and Workers; Worker Empowerment or Worker Exploitation?; Applying TPS/Lean Manufacturing to Education; Implications for Education; Greater Focus on Value Streams Could Improve Educational Outcomes; Worker Empowerment Could Improve Educational Practices; TPS/Lean Production Must Be Used as a Complete System; Closely Translating TPS Practices to Education Is Challenging; CHAPTER FOUR; The Job Training Partnership Act and the Workforce Investment Act; Overview of the Job Training Partnership Act , Performance Standards Performance Incentives; How JTPA Worked in Practice; Measures of Performance; Effects on Provider Behavior; Overview of the Workforce Investment Act 2,3; Early Implementation of the WIA; Implications for Education; Explicit Performance Objectives May Produce Mixed Outcomes; Data Collection Alone Does Not Drive Improvement; Educational Systems Should Use Multiple Measures of Performance; The JTPA Framework Highlights the Need to Adjust for Differences in Ability; CHAPTER FIVE; Accountability in the Legal Profession; The Nature of Professions , Overview of Accountability in the Legal Profession Professional Authority; Controls on Entry; Alternative Legal Training; Professional Responsibility; Addressing and Protecting Client Concerns; Collective Self-Regulation; Lawyer Discipline System; Market Forces; Applying the Legal Model to Educational Accountability; Implications for Education; The Knowledge Base in Education is Not Yet Sufficiently Well-Regarded for Professional Accountability; Professional Accountability and Alternative Certification Can Coexist; Educators Should Foster a Sense of Public Responsibility , Educators Would Need Methods of Self-Policing and Self-Regulation , English

Additional Edition: ISBN 0-8330-3500-2

Language: English

Keywords: Electronic books ; Electronic books

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Format: 1 online resource (179 p.)

Edition: 1st ed.

ISBN: 0-8330-4917-8

Content: This study documents actions of Wallace Foundation grantees to create more-cohesive policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives; and examines the hypothesis that cohesive systems improve school leadership. Such efforts appear to be a promising approach to developing school principals engaged in improving instruction.

Note: Description based upon print version of record. , Cover; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; CHAPTER ONE - Introduction; CHAPTER TWO - Data Sources and Analytic Approach; CHAPTER THREE - Policies and Initiatives Taken to Improve Leadership; CHAPTER FOUR - Variations in State and District Roles in Improving School Leadership; CHAPTER FIVE - Building Cohesion Across Policies and Initiatives; CHAPTER SIX - Effective Strategies for System-Building; CHAPTER SEVEN - Prospects for Sustainability; CHAPTER EIGHT - Support for the CLS Hypothesis; CHAPTER NINE - Recommendations , APPENDIX A - Background Information on Study States and DistrictsAPPENDIX 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 inChapter Eight; References , English

Additional Edition: ISBN 0-8330-4891-0

Language: English

Keywords: Electronic books

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Format: 1 online resource (197 p.)

Edition: 1st ed.

ISBN: 0-8330-3225-9

Series Statement: RAND education

Content: 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.

Note: "Supported by New American Schools." , PREFACE; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; ACRONYMS; Chapter One NEW AMERICAN SCHOOLS' AMBITIONS FOR CHANGING HIGH-POVERTY CLASSROOMS; SCALING UP NAS DESIGN TEAMS; RELATIONSHIP OF NAS TO FEDERAL SUPPORT FOR SCHOOLWIDE CHANGE; PURPOSE AND STUDY QUESTIONS; STUDY DESIGN; UNDERSTANDING THE RELATIONSHIPS AMONG NAS DESIGNS, CLASSROOM INSTRUCTION, AND STUDENT ACHIEVEMENT; ORGANIZATION OF REPORT; Chapter Two SOURCES OF DATA; TEACHER DATA; STUDENT DATA; CAVEAT; Chapter Three THE DISTRICT CONTEXT FOR IMPLEMENTATION OF NEW AMERICAN SCHOOLS' DESIGNS IN SAN ANTONIO , DISTRICT CONTEXT BEFORE THE NEW, REFORM-MINDED SUPERINTENDENTDISTRICT REORGANIZATION; NEW AMERICAN SCHOOLS IN SAN ANTONIO; THE INTRODUCTION OF NAS DESIGNS TO SCHOOLS; THE DISTRICT'S ROLE IN SUPPORTING COMPREHENSIVE SCHOOL REFORM; IMPACT OF INCREASING STATE ACCOUNTABILITY; SUMMARY; Chapter Four IMPLEMENTATION OF NEW AMERICAN SCHOOLS WITHIN A SYSTEM OF HIGH-STAKES ACCOUNTABILITY; NAS DESIGNS PROVIDED ASSISTANCE TO CHALLENGING SCHOOLS; PRESSURES TO IMPROVE STATE TEST SCORES; ADOPTION OF DESIGNS; DISTRICT ASSISTANCE FOR DESIGN IMPLEMENTATION; PROFESSIONAL DEVELOPMENT; PRINCIPAL LEADERSHIP , TEACHER COLLABORATIONTEACHER SUPPORT FOR THE NAS DESIGNS; Chapter Five CLASSROOMS IMPLEMENTING NAS DESIGNS IN A REFORM-MINDED DISTRICT; DISTRICT RESTRUCTURING OF THE CURRICULUM; CLASSROOM ORGANIZATION; INSTRUCTIONAL PRACTICES; CONVENTIONAL INSTRUCTIONAL PRACTICES; EXAMPLES OF STUDENT WORK; TEACHER-REPORTED EFFECTS OF REFORM; OVERARCHING THEMES; Chapter Six EFFECTS OF INSTRUCTIONAL CONDITIONS ON STUDENT ACHIEVEMENT; DISTRICT-LEVEL DATA AND DEPENDENT VARIABLES; OPERATIONALIZING THE INDEPENDENT VARIABLES; STUDENT ACHIEVEMENT IN SAN ANTONIO: MULTILEVEL ANALYSIS; ANALYSIS OF THE DISTRICT SAMPLE , MULTIVARIATE RESULTS FOR SAN ANTONIOSTUDENT-LEVEL EFFECTS; TEACHER- AND CLASSROOM-LEVEL EFFECTS; SCHOOL-LEVEL EFFECTS; GOODNESS OF FIT; RAND'S SURVEY SAMPLE DATA AND DEPENDENT VARIABLES; ADDITIONAL INDEPENDENT VARIABLES FROM THE TEACHER SURVEY; MULTILEVEL ANALYSIS IN THE SURVEY SAMPLE; ANALYSIS OF THE SURVEY SAMPLE; MULTILEVEL RESULTS FOR THE SURVEY SAMPLE; SUMMARY; Chapter Seven IMPLICATIONS FOR SCHOOL IMPROVEMENT IN HIGH-POVERTY SETTINGS; TOWARD BETTER EDUCATIONAL POLICY; SCHOOL LEADERSHIP; SUPPORT FOR SCHOOLWIDE REFORM , Appendix A MULTILEVEL MODELS USED TO EXAMINE RELATIONSHIPS AMONG CLASSROOM CONDITIONS AND STUDENT ACHIEVEMENTAppendix B MULTILEVEL RESULTS FOR THE RELATIONSHIPS OF 1998 TEST SCORES TO STUDENT, CLASSROOM, AND SCHOOL FACTORS IN FOURTH GRADE SAMPLE; BIBLIOGRAPHY , English

Additional Edition: ISBN 0-8330-3116-3

Language: English

Keywords: Electronic books ; Electronic books

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Format: 1 online resource (747 p.)

Edition: 1st ed.

ISBN: 0-8330-4065-0 , 1-59875-115-8

Content: How does one spread a successful educational reform? The essays here recount the authors' experiences with the scale-up process. Among their lessons are the importance of building the capacity to implement and sustain the reforms, adjusting for local culture and policy, ensuring quality control, providing the necessary infrastructure, and fostering a sense of ownership. The process is iterative and complex and requires cooperation among many actors who must ensure that the results align with goals.

Note: At foot of t.p.: Rand Education. , "MG-248-FF"--P. [4] of cover. , Cover; Preface; Dedication; Figures; Tables; Acknowledgments; Abbreviations; Chapter One - Introduction: Framing the Problem; Origins and Purpose of This Book; Scale-Up in an Earlier Era of Educational Reforms; Environmental Shifts in the 1980's and 1990's; Lessons from the Field; A Conceptual Framework for Scale-Up; Outline of the Remainder of the Book; References; Chapter Two - Cognitively Guided Instruction: Challenging the Core of Educational Practice; The Conceptual Basis for Scaling Up; Cognitively Guided Instruction; The Development of Children's Mathematical Thinking , CGI in the Classroom The Nature of the Professional Development; How Change Occurs; Teacher and Student Outcomes; Challenges; Scaling Up; Conclusions; Making It Work; References; Chapter Three - The National Writing Project: Scaling Up and Scaling Down; The NWP Design; A Culture of Risk-Taking; Practices of Scaling Down; Conclusions; References; Chapter Four - Impediments to Scaling Up Effective Comprehensive School Reform Models; Assumptions About the Context and Nature of Scaling Up Comprehensive School Reform Models; Problems in Scaling Up as a Function of the Demands of the Model , Effective Models Patterns of Scaling Up and Their Relative Efficiency; Special Challenges of Large School Districts; Conclusions; References; Chapter Five - Scaling Up Success For All: Lessons for Policy and Practice; Success For All; Program Characteristics Affecting Dissemination; Obey-Porter Comprehensive School Reform Demonstration; Extending Our Reach; Organization and Capital; District-Level Failures; District-Level Implementations; Reconciling District Successes and Failures; Lessons Learned; Policy Implications; Recommendations; Conclusions; References , Chapter Six - Taking Education Programs to Scale: Lessons from the Field A Brief History of Project GRAD; Project GRAD Program Design Elements; How Project GRAD Achieves Results; The Effects of Project GRAD to Date; Challenges in Scaling Up Project GRAD; Funding Concepts and Their Effects on Scale-Up; Final Observations on Scaling Up Project GRAD; Reference; Chapter Seven - Reaching for Coherence in School Reform: The Case of America's Choice; The Need for Coherent Systems to Drive Up Educational Performance , Building Capacity to Operate a Coherent System at Scale:The Story of the America's Choice School Design The Tools Needed for Building Capacity; Building Capacity at the School, District, and State Levels; The Case for Third-Party Assistance; Putting Coherent Systems in Perspective; References; Chapter Eight - A Different Way of Growing; Development and Implementation of the Different Ways of Knowing Design Through 1998; Responding to New Demands for School Reform Services After 1998: Building Capacity; Challenges Associated with Supporting the Goals of the No Child Left Behind Act , The Future of Schoolwide Reform: Obtaining the Resources to Support Intermediary Organizations , Also available in electronic form via the RAND Corporation Web site. , English

Additional Edition: ISBN 0-8330-3659-9

Language: English

Keywords: Electronic books

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Format: 1 online resource (112 pages)

ISBN: 0-8330-9403-3

Content: School districts in Beaver County, Pennsylvania, have been working to improve student achievement by increasing students' exposure to more rigorous courses. In 2007, the Beaver Valley Intermediate Unit (BVIU), a regional educational-service agency, received funding for a five-year grant under the U.S. Department of Education's Voluntary Public School Choice program. The BVIU responded by developing, implementing, and evaluating the Regional Choice Initiative (RCI), a large-scale initiative designed and implemented in 17 school districts. The RCI sought to expand school choice--as well as provide opportunities for students in low-performing districts to learn in high-performing environments--for students in grades 7-12 by offering four programs: Open Seats, Dual Enrollment, Cyber Learning, and Academies for Success. The program ran for six years--2007-2008 to 2012-2013. The BVIU commissioned RAND to conduct a formative and a summative evaluation of these programs. The RAND team took a mixed-methods, quasi-experimental approach to evaluate the implementation and impact of the RCI initiative. Authors reviewed program documents, interviewed a number of stakeholders throughout the region, surveyed parents, and analyzed student RCI participation and administrative data. The RAND team also worked with the RCI team and partnering superintendents to develop the RCI logic model and set up performance measures for each RCI program to guide the implementation and evaluation of the RCI. RAND evaluated the performance of individual programs and RCI overall. The authors also identified aspects of implementation that facilitated or hindered the performance of the RCI.

Note: Introduction -- , Regional Choice Initiative (RCI) -- , Methods, data, and analysis -- , Overview of RCI participation -- , Performance of Open Seats -- , Performance of Dual Enrollment -- , Performance of Cyber Learning -- , Performance of Academies for Success -- , Overall performance of the RCI -- , Relationship of participation in the RCI to student outcomes -- , Key findings and recommendations -- , Student outcome analysis methods and results.

Additional Edition: ISBN 0-8330-9255-3

Language: English

UID:

Format: 1 online resource (127 p.)

Edition: 1st ed.

ISBN: 9786611430276 , 1-281-43027-7

Content: 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 stu

Note: "RAND Education." , "MG-695-WFHF." , Cover; Preface; Contents; Figure and Tables; Summary; Acknowledgments; Abbreviations; Chapter One - Introduction; Interest in K-20 Data Systems Is Growing in the United States; Many States Have Made Considerable Progress in Building a K-20 Data System; California Has Many Similar Reasons for Creating a K-20 Data System; California Currently Lags Behind Other States; Differences Between California and Other States Might Make Creating a K-20 System Challenging; Focus of This Study; Study Approach; Study Limitations; Organization of the Report , Chapter Two - California's Current Student Data SystemsIndividual Student Databases for K-12 Students; Individual SUR Databases for Postsecondary Students; Partially Integrated SUR Databases; Fully Integrated SUR Databases; Summary; Chapter Three - Major Challenges and System Design Issues; Major Challenges; System Design and Technical Issues; Summary; Chapter Four - What Next for California?; Complete the Design and Implementation of CALPADS; Identify a Champion to Be an Advocate for a K-20 Data System in California; Obtain Legislative Authority , Begin Building the K-20 Student Data System IncrementallyDevelop an "Objective" Analytical Capability and Expertise; Is There a Better Alternative?; Appendix A - Selected Characteristics of States Selected for Interviews; Appendix B - Illustrative Interview Protocol; Appendix C - California Student Record Data Systems; References , English

Additional Edition: ISBN 0-8330-4436-2

Additional Edition: ISBN 0-8330-4206-8

Language: English

UID:

Format: 1 online resource (119 p.)

Edition: 1st ed.

ISBN: 1-283-15330-0 , 9786613153302 , 0-8330-5271-3

Series Statement: Rand Corporation monograph series Making summer count

Content: Research has shown that students' skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. School districts and summer programming providers can benefit from the lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding.

Note: Description based upon print version of record. , Cover Page; Title Page; Copyright Page; Preface; Contents; Figures; Tables; Summary; Acknowledgments; Abbreviations; Chapter One: Introduction; Policy Context; Research Questions; Summer Learning Programs and Site Selection; Analytic Approach; Conceptual Framework; Data and Methods; Study Limitations; Organization of This Monograph; Chapter Two: Time, Learning, Learning Decay, and Summer Learning Loss..; General Relationship Between Time and Learning; Time and Learning in and out of School; Summer Learning Loss; Average Summer Loss of Learning; Differences by Family Income , Cumulative Effects of Summer Learning LossDifferences by Subject and Grade Level; Conclusions; Chapter Three: Effectiveness of Summer Learning Programs; Effectiveness of Summer Learning Programs; Overall Effectiveness; Subject; Demographic Groups; Grade; Attendance; Long-Term Effects; Nonacademic Outcomes; Components of Quality Summer Learning Programs; Smaller Class Sizes; Differentiated Instruction; High-Quality Instruction; Aligned School-Year and Summer Curricula; Engaging and Rigorous Programming; Maximized Participation and Attendance; Sufficient Duration; Involved Parents , Evaluations of EffectivenessConclusions; Chapter Four: Costs of Summer Programming; Evidence from the Literature; Cost Estimates for Select Summer Learning Programs; Sources of Cost Variation Across Programs; Core Services: Central Office and Site-Based Instructional and Administrative Costs; Supportive Services: Meals, Facilities, and Transportation; How Summer Costs Compare to School-Year Costs; Financial Sources for Summer School Programming; Federal Funding Sources; State Funding Sources; Private Funding Sources; Putting It All Together: Achieving Stable Funding Streams; Conclusions , Chapter Five: Creating and Maintaining Summer Learning Programs: Lessons from the FieldPurposes and Commitments; Overcoming Barriers to Launching and Maintaining Programs; Early Challenges; Ongoing Challenges; Barriers to Scale; Overcoming Barriers; Quality Program Components; Smaller Class Sizes and Differentiated Instruction; High-Quality Instruction; Aligned School-Year and Summer Curricula; Engaging and Rigorous Programming; Maximized Participation and Attendance; Sufficient Duration; Involved Parents; Evaluations of Effectiveness; Lessons on Where and How to Offer Programs; Conclusions , Chapter Six: Conclusions and RecommendationsRecommendations for Districts and Providers; Invest in Highly Qualified Staff and Early Planning; Embed Promising Practices into Summer Learning Programs; Consider Partnerships When Developing Summer Learning Programs; Think Creatively About Funding; Recommendations for Policymakers and Funders; Extend the Research Base; Support Consistent Funding Sources for Summer Learning Programs; Provide Clear Guidance Regarding the Use of Scarce Funds; Appendix: Approach to Cost Estimates for Summer Learning Programs; References , English

Additional Edition: ISBN 0-8330-5266-7

Language: English