This paper analyzes how research has been misused in debates about the future of teacher education and offers several specific suggestions for improving the quality of this debate.
In this article, the authors identify a handful of promising approaches that can help to achieve the goal that all students will graduate from high school well-prepared for further learning, successful careers, and engaged citizenship. In particular, they focus on reforms targeted at the lowest performing high schools.
This introduction frames this yearbook on high school reform, implementation, and scale, and outlines why it is important to understand these perspectives. The four main sections of the issue are introduced and situated within the existing research literature.
This article describes the turnaround process for improved high schools that were part of North Carolina’s Turnaround Schools program.
This article describes the evolution of political, social, and economic environments that affect secondary education in the United States over four centuries. Historical analysis and an equilibrium model of organizational change are used to guide the discussion.
This article summarizes a set of research studies that focus on high school course offerings, takings, and effects. Courses, being the gateway to higher student performance and access to college, have been used as a policy lever to increase the rigor of students’ high school experiences.
This paper explores a distinctive aspect of International Baccalaureate’s effort to scale up in Title I schools. The effort reflects what we call mutual adaptation in action.
Data from a 15-year, mixed-methods study of all 11 secondary schools in one British local authority demonstrate the value of adopting High Reliability Organization principles.
Authors use data from the Hillsborough County Public Schools in Florida to consider the consequences of particular characteristics of instruction and testing in high school for the modeling and estimation of value-added measures of school or teacher effectiveness.
This article presents implementation findings from a randomized, controlled trial of the Cognitive Tutor Geometry curriculum that found a statistically significant negative effect of the curriculum.
This study explores how three organizations—Big Picture Learning, EL Education, and Internationals Network—meet the challenges of growing effective teacher learning communities while also scaling their school designs across geographies.
This article highlights the early outcomes of the T STEM initiative in Texas, the largest investment in scaling up inclusive STEM-focused schools at the time. It describes the broad infrastructure undergirding T STEM academy development.
This analysis examines developmental evaluation as an approach to analyzing school improvement networks as “learning systems” able to produce, use, and refine practical knowledge in large numbers of schools.
This article describes the continuous improvement model used by the National Center on Scaling Up Effective Schools to boost performance among urban high schools.
The article presents a longitudinal study of an urban charter middle school to examine the impact testing pressures can have on the education of students with disabilities and English language learners, and how this may lead to a narrowing of the content they are taught.
This chapter provides a general overview of educational policy and practice as it relates to special education student populations.
In this chapter the authors critically examine two federal polices—the Individuals with Disabilities Education Act and No Child Left Behind—both of which were designed to increase equity, opportunity, and accountability for students with disabilities. By focusing on two separately conducted ethnographic studies in urban schools, the chapter demonstrates how and why these policies have failed to adequately ensure that students of color with disabilities receive the educational opportunities the policies were intended to provide.
The purpose of this chapter is to discuss student learning objectives (SLOs) as components of high-stakes teacher evaluation systems, within the context of learners with special needs.
This paper critically examines one particular resultant phenomenon of the Standards-Based Reform (SBR) movement—the emergence of a new track of self-contained classes called Prioritized Curriculum classes, designed to provide students with disabilities access to standards-based general education curriculum, but in a segregated class. In this chapter we document the emergence of such courses and critically analyze the rationales and policy loopholes that have led to their creation.
Connecticut experienced two major changes in testing policy for children with disabilities that played a major role in conclusions about educational progress in the state. The responses to these changes in testing policy make Connecticut an illuminating case regarding the problem of high-stakes testing and changes in policies for students with disabilities in a state characterized by deep racial and economic inequity.
This paper was developed as part of the Dynamic Learning Maps™ Alternate Assessment Project under grant 84.373X100001 from the U.S. Department of Education, Office of Special Education Programs. The views expressed herein are solely those of the authors and no official endorsement by the U.S. Department of Education should be inferred.
This chapter reports on a project to better understand how educators grapple with externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. The chapter focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high stakes accountability.
The accountability movement and high-stakes testing fail to attend to ongoing instructional improvements based on the regular assessment of student skills and teacher practices. The purpose of this chapter is to describe the School System Improvement Project’s hybrid approach to utilizing both formative and summative assessments to (a) inform decisions about effective instruction based on all students’ and teachers’ needs, and (b) guide high-stakes decisions about teacher effectiveness.