1 Community School Reform 1 RUNNING HEAD: Community School Reform Achievement Effects of a Community School Reform Curt M. Adams University of Oklahoma The Oklahoma Center for Educational Policy Curt M. Adams is an assistant professor in the Department of Educational Leadership and Policy Studies at the University of Oklahoma and a senior research scientist with the Oklahoma Center for Educational Policy. His research addresses school improvement through the lens of social conditions in school organizations.
2 Community School Reform 2 Abstract This study used data collected from 18 community schools associated with the Tulsa Area Community Schools Initiative (TACSI) and 18 comparable non community schools to test the achievement effect attributed to the community school model. The primary research questions were: Is there an achievement difference between students in TACSI schools and students in comparable non TACSI schools? Does development of the community school model in TACSI schools make a difference in student achievement? If an achievement effect exists, what social conditions contribute to differences in student achievement? A significant achievement difference attributed to development of TACSI s community school model suggested that depth of reform mattered for school performance. Additionally, collective trust was a social resource that explained higher school level achievement.
3 Community School Reform 3 Measuring the Achievement Effect of a Community School Reform The theoretical roots of community schools extend back to John Dewey and his idea that schools should function as social hubs of communities (Benson, Harkavy, & Puckett, 2007). Of more recent vintage, is the organic emergence of community schools as a type of whole school reform. The growing popularity of community schools is evidenced by US Secretary of Education Arne Duncan s advocacy of the model. In a speech to the US Chamber of Commerce, Duncan stated, I'm a big believer in community schools keeping school buildings open for 12 hours a day and opening up the computer lab, the library and the gym on weekends for our children and their families (Duncan, 2009, p. 5). There are reasons why policy makers like Arne Duncan are proponents of community schools. Schools in the United States like the Harlem Children s Zone and the community schools in New York City operated by the Children s Aid Society have attracted considerable acclaim by the national media for their educational achievements. By myriad indicators (e.g. test scores, satisfaction with school, and student motivation), these schools are effectively educating children and transforming communities. But, what general understanding about the effectiveness of community schools as a whole school reform can be drawn from their success? As compelling of a case successful community schools make for the effectiveness of the model, it is imprudent to draw general conclusions about the efficacy of a reform without warrants derived from more rigorous research designs. Many internal evaluations of community schools exist (Coalition for Community Schools, 2009), but most evidence consists of descriptive data on achievement outcomes. Few studies use research designs that meet rigorous research standards. Without credible evidence, it is hard to know if the community school model is a viable reform or just another intervention
4 Community School Reform 4 that falls short of its performance claims. While not without limitations, this study used data collected from 18 community schools associated with the Tulsa Area Community Schools Initiative (TACSI) and 18 comparable non community schools to test the achievement effect attributed to the community school model. The primary research questions were: Is there an achievement difference between students in TACSI schools and students in comparable non TACSI schools? Does development of the community school model in TACSI make a difference in student achievement? If an achievement effect exists, what social conditions contribute to differences in student achievement? Community Schools as Whole School Reform Community schools are different than predesigned comprehensive school reforms (e.g. America s Choice, Success for All, Direct Instruction) in that fidelity to standardized structures and practices does not define the end state of the reform process. Rather, schools become community schools when new structures and processes used to coordinate teaching and learning result in collective action and collective responsibility for continuous school and community improvement. Harkavy and Blank (2002) note, A community school is not just another program being imposed on a school. It is a way of thinking and acting that recognizes the historic central role of schools in our communities and the power of working together for a common good (p.50). Community schools fall within a similar reform genre as the Bay Area School Reform Collaborative (BASRC) and the Comer School Development Program in the United States, IDEAS in Australia, and High Reliability Schools in Great Britain. These reform models seek to improve human and social capacity (Fullan, 2000) by reengineering structures so that school improvement emanates from the purposive actions of school agents (Copeland, 2003; Haynes,
5 Community School Reform 5 Comer, Hamiliton-Lee, 1988; Harkavy & Blank, 2002). Capacity based models maintain theoretical and practical linkages with concepts like organizational learning (Marks & Louis, 1999), continuous improvement (Smylie, 2010), high reliability organizations (Weick & Sutcliffe, 2001), and collective leadership (Leithwood & Mascall, 2008). The common focus is on maximizing the human and social enterprise of organizations by increasing the capacity of professionals to study and improve system performance. Many schools and school systems embrace concepts supportive of capacity building but few possess the social infrastructure needed to sustain a culture where the collective study of teaching and learning leads to continuous improvement (Smylie, 2010). Darling Hammond (2005) sheds light on what type of environment is needed. She argues schools need performance cultures that create learning opportunities for school professionals, parents, and community members; allow for widespread engagement in developing improvement strategies; support simultaneous change; and use professional standards to guide shared inquiry. Elmore (2000) speaks to the value of similar conditions when he notes that improvement requires the organization and deployment of knowledge, resources, and instructional skills. Reform models structured to support capacity building encourage individuals within schools to make sense of performance gaps, to co-construct strategies, to collectively refine structures and processes, and to use performance evidence for continuous improvement purposes (Datnow & Stringfield, 2000; Marks & Louis, 1999). Capacity based reform models restructure the coordination of teaching and learning to allow for better social cohesion and cooperative interactions among interdependent role groups. IDEAS and High Reliability Schools situate their models within the technical core of schools to enhance professional capacity through processes and practices that support knowledge creation
6 Community School Reform 6 by teachers (Crowther, 2011; Muncey & McQuillan, 1993; Stringfield, Reynolds, Schaffer, 2008). IDEAS combines a fluid and adaptive change process, aligned pedagogy and organizational goals, and parallel (teacher and administrator) leadership to guide behaviors of school professionals (Crowther, 2011). High reliability schools use advanced data systems, professional development, peer observations, teacher leadership, reflective practice, and team learning to create environments that generate knowledge and learning about performance (Stringfield, Reynolds, & Schaffer, 2008). Community schools and the Comer Program differ from IDEAS and High Relaibility Schools in that they cast a broader net over the school social system by expanding structures and processes to bridge relational gaps among families, between families and the school, and between the school and community organizations (e.g. health clinics, social service agencies, neighborhood associations, etc.) (Haynes, Comer, & Hamilton-Lee, 1988; Harkavey & Blank, 2002). The objective is to build capacity within communities to support the learning and development of children, not just the capacity of the technical core. To be effective, community schools need to establish and sustain convergence among the external, internal, and task context of schools to keep the instructional system performing at optimal levels. Specific strategies and practices used to carry out the vision of community schools reflect the unique characteristics of different schools and networks of schools. To illustrate, some community schools house health clinics and social services, others address the out-ofschool time needs of students and families, and some like TACSI redesign traditional structures to align with each core component of the community school model (Blank & Harkavy, 2002). Stated simply, community schools are grown and nurtured locally as school and community members translate the core components of the reform model into practice. Strong external
7 Community School Reform 7 control would be antithetical to the core propositions of local control, partnerships, community empowerment, and social democracy (Blank, Melaville, & Shah, 2003). Additionally, imposing prescribed structures on schools restricts sense making, co-construction, and mutual adaptation that need to occur as school members work to change their social systems (Datnow & Stringfield, 2000; McLaughlin, 1988). The absence of centralized, external control should not be mistaken for a loosely coupled instructional system that separates teaching practices from authority structures (Weick, 1976). Rather, community schools leverage professional authority through what Lee, Dedrick, and Smith (1991) describe as a consensual set of organizational goals, creating a social consensus about the academic mission of the school (p.193). Community schools rely on social control within schools, not formal controls from outside to regulate quality performance. In this sense, community schools represent what Firestone (2010) describes as a student learning culture. As opposed to standardizing instructional practice, student learning cultures fit with the non-standard and non-routine aspects of teaching and learning by creating a professional culture where accountability for continuous improvement is embodied in actions of school agents. For student learning cultures to work, school members need to unite around a common instructional vision and strategies to carryout the vision (Firestone, 2010). To this end, the Coalition for Community Schools has set a common theoretical framework at the national level that has been defined locally by TACSI. Figure 1 displays TACSI s community school model. Cross-boundary leadership; holistic programs, services, and opportunities; family and community engagement; and community based learning are designed to work collectively in shaping conditions supportive of effective learning. Conditions for learning mediate outcomes associated with school and
8 Community School Reform 8 student success; healthy and socially competent children; adult preparation; and safe and supportive, families, schools, and neighborhoods. [Insert Figure 1 About here] Core Components Research supporting the effectiveness of the core components in TACSI s theory of action has a long history. Studies on effective schools by Edmonds and other scholars (see Block, 1983; Downer, 1991; Edmonds, 1979; Zigarelli, 1996) identified strong leadership, an instructional focus, high expectations, and quality instruction as characteristics of high performing schools. Today, variations of these elements are found in concepts like collective leadership (Leithwood, 2000), parent-school partnerships (Epstein, 2001), and teacher quality (Goe, 2007). From a general perspective, TACSI s core components and the above concepts are quite similar. The primary differences are the nuanced distinctions in structures and norms used by community schools to bring the characteristics of effective schools into existence. Cross-boundary Leadership. Cross boundary leadership assumes that weak connections within school role groups (e.g. teachers, parents, administrators, community members) and between interdependent role groups partly explain performance problems in high poverty schools. Social network and social capital evidence supports this assumption. Daly, Moolenar, Bolivar, and Burke (2010) found that dense interactions within grade level teacher teams diffused instructional and curricular reforms more effectively than in loosely connected grade level teams. Similarly, Pil and Leana (2009) found that dense horizontal ties within teacher teams led to better instructional performance. Leana and Pil (2006) found that external social capital defined as relationships between principals and external stakeholders predicted student achievement in Pittsburgh public schools. Bryk et al (2010) found that connections in high
9 Community School Reform 9 poverty communities were essential supports for school improvement in Chicago. As the above evidence suggests, relationships function as resources when social bonds within role groups and social bridges between role groups are strong. Cross-boundary leadership brings together community leaders, leaders on the ground, and leaders in the middle to work collaboratively within the educational process. These leaders represent the civic and business community, the local neighborhood, and different school role groups (i.e. teachers, support staff, parents, students, administrators) (Blank, Berg, & Melaville, 2006). An active and diverse community site team and a full-time community school coordinator are structural features of cross-boundary leadership; whereas, a culture of shared influence and responsibility is a normative condition that facilitates effective interactions among individuals and groups. Together, the community school coordinator and site team work to improve network ties. Bonds without bridges limit access to resources and opportunities. Conversely, bridges without bonds hinder the spread and dissimilation of resources, ideas, expectations and other vital information for school performance (Forsyth, Adams, & Hoy, 2011; Lin, 2001; Putnam, 2000). Community school coordinators are responsible for outreach to the community. They erect social bridges that enable information about school needs to travel into the community and resources and opportunities from the community to enter the school. Site teams create bonds within role groups so that individuals are informed and knowledgeable about school issues, performance needs, shared expectations, and school events (Author, 2011). Norms cannot form without a relational structure conducive to the exchange of information and sharing of knowledge (Forysth, Adams, & Hoy, 2011).
10 Community School Reform 10 Holistic Programs, Services, and Opportunities. Holistic programs, services, and opportunities emphasize the development of the whole child, not just his/her academic achievement. Community schools integrate services, programs, and opportunities that address the emotional, physical, cognitive, and social needs of students and families with traditional school services and programs (Blank & Berg, 2006). Family support, out-of-school time, and early childhood development make up three core categories of programs, services, and opportunities found within community schools. Effective alignment and coherence among services and programs, not quantity of programs offered, determines the added value of providing additional services and experiences to children and families. A lack of coherence diminishes predictability and can have an adverse effect on performance (Newmann, Smith, Allensworth, & Bryk, 2001). Wilson s (1987) study of the truly disadvantaged in Chicago provides compelling evidence as to why holistic programs, services, and opportunities are needed in high poverty communities. Social and economic structures limit the capacity of communities to address the psychological and social needs of children. Diminished support from families and neighborhoods leaves many children incapable of leveraging educational and life opportunities that schools can provide (Bryk, et al, 2010; Wilson, 1987). Increasing and embedding more services in schools can be an effective strategy as long as the services lead to a relational environment that supports efficacy formation and motivation (Coleman, 1987). Family and Community Engagement. Family and community engagement is based on the belief that relationships defined by mutual trust and reciprocity can be a resource for individuals and groups (Coleman, 1990). Relationships and social context are strong determinants of student and school performance. Bryk et al (2010) found that the level of social
11 Community School Reform 11 capital in Chicago communities, as partly measured by relational ties, contributed to achievement improvements of schools in truly disadvantaged communities. Conversely, the lack of social capital in school communities was a reason for low performance. Community and family engagement is TACSI s means to develop a strong social network where shared responsibility for student learning is the norm (Blank & Berg, 2006; Blank, Melaville, & Shah, 2003). By emphasizing family engagement and neighborhood development, community schools strive to connect families within the school community, teachers with families, and the school with the neighborhood. A strong and inclusive relational network is more capable of accessing untapped human and social resources in communities. Community-Based Learning. Community-based learning is an instructional model that emerged from multiple theoretical frameworks and empirical evidence on how students learn best (e.g. social learning theory and social cognitive theory). The combined evidence suggests that young people are more likely to engage in learning when the content has personal meaning, builds on what students already know, and is situated within their social environment (Brown, Collins, & Duguid, 1989). Moreover, students are more likely to retain and transfer knowledge when given opportunities to apply their learning to real world issues and problems. Meaningful content, voice and choice, personal and public purpose, and assessment and feedback make up the interdependent properties of community-based learning (Figure 5) (Melaville, Berg, & Blank, 2006). These practices are effective instructional strategies because they promote a classroom environment that supports autonomous learning in students (Reeve, Ryan, Deci, & Jang, 2008). Professional capacity is the normative mechanism that fuels continuous instructional improvement.
12 Community School Reform 12 Conditions for Learning Community schools are defined as much by their conditions for learning as by their core components. Schools do not become social centers of communities, nor are they capable of delivering quality student learning, without a culture that is responsive to the needs of all members (Etzioni, 1996). Structural mechanisms without convergent normative conditions are incapable of bringing the community school philosophy to scale. To use an analogy, just as plants wither without water and sunlight, community schools cannot grow, nor can they achieve their intended outcomes, without nurturing environments. Normative conditions targeted by community schools function as nutrients that give life to the school s theory of action. Supportive conditions for learning enhance the capacity of the instructional system to meet students holistic needs. Instructional capacity means the maximum performance or productivity of the instructional system (Corcoran & Goertz, 1995). Evidence of peak performance comes from observations about the collective capability of faculty, collaborative and cooperative interactions, and a collective focus on teaching and learning (Corcoran & Goertz, 1995). Instructional leadership, collective trust, and collective efficacy are measures of instructional capacity. Instructional leadership manifests itself in the interactions among teachers and between the principal and teachers about teaching and learning issues in the school (Lee & Smith, 1996; Louis, et. al., 2010). Collective efficacy accounts for past experiences and performance of the faculty that shape their shared beliefs about successful future performance (Goddard, Hoy, & Woolfolk Hoy, 2000). Collective trust is an affective condition that lubricates cooperative interactions within and between school groups (i.e. teachers, administrators, community members, students, and families), and enhances school effectiveness (Forsyth,
13 Community School Reform 13 Adams & Barnes, 2006; Forsyth, Adams, & Hoy, 2011; Goddard, Hoy, & Tschannen-Moran, 2001; Bryk & Schneider, 2002). In summary, TACSI s theory of action represents an instructional system aligned with the needs of schools serving high poverty communities. A scarcity of resources (Louis, et. al., 2010), competing policy goals (Honig & Hatch, 2004), diminished instructional capacity (Corcoran & Goertz, 1995), and limited social capital (Bryk, et. al., 2010) in high poverty communities constrain traditional governance structures and processes. The core components of crossboundary leadership, holistic programs and services, family and community engagement, and community-based learning make up an integrated instructional system designed to address the above challenges and to connect the different sources of influence on student learning and development. When fully developed, the instructional system is designed to support instructional capacity. Research Design This research was part of a larger, ongoing investigation on the implementation and effectiveness of the community school model as developed across TACSI schools. The overall design is longitudinal and uses both qualitative and quantitative methods of observation and analysis. For this specific study, a quasi experimental design was used to test the achievement effect attributed to development of the community school model. Attitudinal data were collected on teacher perceptions of the community school model and teacher and student perceptions of social interactions and relationships within schools. Achievement data were collected on successive clusters of 5 th grade students at three time periods: the year preceding the formation of TACSI ( ), the third year of reform ( ), and the fourth year of reform ( ). Achievement data prior to the community school reform was used to
14 Community School Reform 14 account for any existing achievement differences between TACSI and comparison schools that could confound results. Overview of TACSI In 2006, the former Tulsa mayor, Cathy Taylor met with a diverse group of thirty individuals representing Tulsa s private and public sector to identify and discuss educational issues impacting the city of Tulsa. Subsequently, the mayor invited the group to attend the Coalition for Community Schools conference in Baltimore, Maryland. Following the conference, meetings were held and the group established a mission statement, developed a steering committee to present to the general session, and established the Tulsa Area of Community Schools Initiative (TACSI). TACSI s mission is to provide leadership and influence to engage local communities in developing and sustaining community schools to support academic success and strengthen children, families, and communities. The community school reform was implemented during the 2006/2007 school year in 18 Title I reconstituted elementary schools from two school districts that are part of TACSI -Tulsa Public Schools (TPS) and Union Public Schools (UPS). TPS, the second largest urban school district in Oklahoma, consists of 59 elementary, 17 middle, and 12 high schools. TPS has a free or reduced lunch average of 76 percent, and ethnic minority students make up 66 percent of the population. UPS, an urban-fringe district encompassing southeast Tulsa, has an early childhood center for 3-year-olds; 13 elementary schools (PK-5); and five secondary schools. The demographics of UPS are shifting towards those of TPS, with 49 percent of students belonging to ethnic minority groups and 41 percent eligible for free or reduced lunch.
15 Community School Reform 15 Data Source School demographics presented in table one suggest that TACSI and non TACSI schools are comparable across indicators of poverty, average teacher experience, average teacher educational attainment, school size, and student ethnicity. Comparable school demographics provide modest support for the homogeneity of contextual factors empirically linked to conditions for learning and student performance. Similar demographic representations among comparison schools and TACSI schools reduce the probability that any achievement difference would be the result of differing social compositions. The demographic data suggest that TACSI schools may be at a slight disadvantage for creating healthy social conditions for their higher average poverty levels and larger average size. [Insert Table 1 About Here] Attitudinal data for this study were collected from 2,130 students and 1,095 faculty members from 36 schools during the school year. Fifth grade students from 18 TACSI schools and 18 comparable non-tacsi schools were sampled. All faculty members from the 36 schools were surveyed. Researchers administered student surveys during the spring semester to 5 th grade students. Participating students returned surveys directly to researchers. Faculty surveys were distributed and collected at two time points. Teacher surveys administered in the fall measured the development of the community school model and teacher surveys in the spring measured properties of a core instructional program. For both time periods, researchers met with the faculty during a regular scheduled faculty meeting and informed them of the surveys. Surveys were delivered electronically using Survey Monkey to faculty members the day following the information meeting.
16 Community School Reform 16 Achievement data were gathered from participating school districts and the state department of education. As previously stated, achievement data from the state curriculum tests were collected on fifth grade students from the 2005/2006, 2008/2009, and 2009/2010 school years. These data are limited in that they come from successive fifth grade cohorts. Optimal Design version 2.0 was used to test the power of the sample for detecting significant achievement differences. With an expected small effect size and an estimated average of 50 students per school, results yielded a power estimate of.66 for a sample of 36 schools. Power improves to.95 with an expected medium effect size. Based on these calculations, the sample s probability of finding a significant relationship if one exists in the population was adequate. Measures The Community School Development Scale (Author, 2009a) was used to measure development of the community school model in TACSI schools. The scale operationalizes the observable structural and normative properties of TACSI s community school model. Items were written to reflect development criteria established by the management team of the network. Structural items (12 per core component) captured the within-school spread of practices associated with the core components. Items were based on behaviors and conditions that facilitate the diffusion of reform: establishing a shared understanding of the theory of action; implementing, testing, and evaluating new processes and practices; developing collective expertise; and establishing a strong social network. Item consistency was strong for the measures with alphas ranging from a low of.75 for the family and community engagement subscale,.79 for community based learning,.87 for holistic programs and services and.89 for cross boundary leadership. Sample items are presented for each core component and diffusion level.
17 Community School Reform 17 Cross boundary Leadership. School administrators, faculty, and staff are engaged in on-going conversations about the leadership role of the community site team. The community site team has appropriate representation from faculty, staff, parents, and community members. The school site team has united the school community around a shared vision and core beliefs for the school. The community school coordinator is building relationships with community members and community organizations to meet the needs of students, families, and the school. Holistic Programs, Services, and Opportunities. The school community agrees on the importance of providing health care services to students and families. The faculty is engaged in on-going conversations about ways to meet the holistic needs of students during out of school time. The school community has developed a behavioral support model to promote positive behavior of all students. The school has formed partnerships to sustain out of school time programs and activities. Community-Based Learning. Teachers in this school collectively inquire into the type of instructional strategies that have personal meaning for students. Teachers in this school regularly connect teaching with students out of school time activities. Teachers use both formative and summative achievement data to inform their instructional activities. Teachers have opportunities to lead professional development activities on community-based learning. Family and Community Engagement. The school community is inquiring into ways to better engage parents in the educational process. The needs of the school are regularly communicated to community organizations/partners. Home visits are conducted by faculty members. There is social cohesion among parents/guardians in the school community.
18 Community School Reform 18 Normative measures capture the functional capacity of the core components. Crossboundary leadership is not effective unless it fosters a culture of collective responsibility and shared influence. To measure these conditions, Tschannen-Moran s (2001) collaboration scale and Logerfo and Goddard s (2008) collective responsibility scales were used. Holistic Programs, Services, and Opportunities need to be integrated into the overall theory of action for the school. Newmann, Smith, Allensworth, and Bryk s (2001) instructional program coherence scale was used to measure the alignment between supplemental services and instructional designs. Family and community engagement is designed to foster parent responsibility. Green, Walker, Hoover-Dempsey, and Sandler s (2007) role construction and parent efficacy scales were used to measure parent responsibility. Finally, community-based learning is supported by effective professional development and open interactions around instructional issues. Items from the Consortium on Chicago School Research measured the effectiveness of professional development and the prevalence of faculty interactions. The Community School Development Scale was scored to discriminate among four levels of development: inquiring, emerging, mentoring, and sustaining. Individual teacher responses were aggregated to the school level to reflect the shared perception of the faculty regarding processes and practices of the site team, the community school coordinator, and normative conditions. Development stages were determined by cumulative school means across both structural and normative factors. Development stages ranged from: sustaining; mentoring; emerging, and less than 94 inquiring. Six of the 18 TACSI schools had reached mentoring and sustaining levels at the time of the survey. This translated into about one fourth of the students in the overall sample.
19 Community School Reform 19 Analytical Techniques The purpose of this research was to measure the community school effect on individual student achievement. Because achievement data were multilevel students nested in schools multilevel modeling with HLM 6.04 was used to test the achievement effect attributed to development of the TACSI model. Focus was placed on random intercepts; that is, variation in individual student achievement attributed to school differences. Two types of dummy coding were used: 1) TACSI schools were coded as 1 and non TACSI schools as 0; 2) TACSI schools at the mentoring and sustaining stages were coded as 1 and all other schools (including TACSI schools at the inquiring and emerging stages) in the sample as 0. The latter coding technique provided evidence on the degree to which development of the community school model explained differences in student achievement. Random coefficient regression models were tested for the three clusters of fifth grade achievement data. Qualification for the federal lunch subside was treated as a level one covariate to adjust for the influence of student background characteristics on individual achievement. Because students were not assigned randomly to either a TACSI or comparison school, controlling for individual lunch status allowed for a more precise estimate of school effects (Raudenbush & Bryk, 2002). Using math achievement as an example, level I and level II equations are presented for each model: Random Coefficient Regression Model Level I: Math Achievement = β0 + β1j (F/R Lunch) + r Level II: β0j = γ00 + γ01 (TACSI) + γ02 (Development) + γ03 (SES u0 β1j = γ10 + u1 Random Intercepts and Slopes as Outcomes Level I: Math Achievement = β0 + β1j (F/R Lunch) + r Level II: β0j = γ00 + γ01 (TACSI) + γ02 (Development) + γ03 (SES) + u0j β1j = γ10 + γ11 (TACSI) + γ12 (Development) + γ13 (SES) + γ14 (SIZE) + u1j
20 Community School Reform 20 β0j = is the school mean for math achievement γ00 = grand mean for math achievement γ01 = TACSI Effect: Difference in math achievement between TACSI schools and non TACSI schools. γ02 = Development Effect: Difference in math achievement between TACSI schools at the mentoring and sustaining level and all other schools in the sample. γ11 = TACSI Effect on the social distribution of achievement: Difference in the social distribution of achievement attributed to TACSI schools. γ12 = Development Effect on the social distribution of achievement: Difference in the social distribution of achievement attributed to mentoring and sustaining TACSI schools. Based on findings from the multilevel models, a post hoc analysis was conducted to better understand the relationship between development of the community school model and the achievement gap attributed to student poverty. An ANCOVA was used to examine achievement differences between students in the mentoring and sustaining TACSI schools and students from the seven most affluent and highest performing schools in the district. The poverty differential was approximately 72 percent between these schools (Table 2). Emphasis was placed on the main effects between the two groups and the interaction effect of qualifying for the lunch subsidy and being in a mentoring and sustaining TACSI school. [Insert Table Two About Here] Results Results of the analyses are specific to the community school model as implemented in TACSI schools. As previously mentioned, community schools look and act differently. TACSI s community school model transforms the whole school, not just out-of-school time activities. Results are organized by the research questions.
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementation
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
Literature Review: Research on 5Essentials Concepts Researchers across the country have found the concepts underlying each of the 5Essentials matter for student learning across multiple contexts. The following
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
GEORGIA STANDARDS FOR THE APPROVAL OF PROFESSIONAL EDUCATION UNITS AND EDUCATOR PREPARATION PROGRAMS (Effective 9/01/08) Kelly Henson Executive Secretary Table of Contents Standard 1: Candidate Knowledge,
DOCTOR OF PHILOSOPHY DEGREE Educational Leadership Doctor of Philosophy Degree Major Course Requirements EDU710 (3.0 credit hours) Ethical and Legal Issues in Education/Leadership This course is an intensive
Oklahoma School Grades: Hiding Poor Achievement Technical Addendum The Oklahoma Center for Education Policy (University of Oklahoma) and The Center for Educational Research and Evaluation (Oklahoma State
Principal Performance Review Office of School Quality Division of Teaching and Learning Principal Practice Observation Tool 2014-15 The was created as an evidence gathering tool to be used by evaluators
Master of Education in Early Childhood Education, PreK-4 and Early Childhood Education Certification Programs STUDENT HANDBOOK Lincoln University Graduate Education Program 3020 Market Street Philadelphia,
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,
STANDARD I: ELEMENT A: Teachers demonstrate leadership Teachers lead in their classroom Developing Has assessment data available and refers to it to understand the skills and abilities of students Accesses
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
Instructional Framework What Do We Mean By Strong Instructional Programs and Supportive School Communities? Effective Instructional Programs Require a Focus Within and Across Classrooms In urban classrooms,
March 2014 SCHOOL IMPROVEMENT FRAMEWORK 2.0 Table of Contents STRAND I: TEACHING FOR LEARNING... 3 Standard 1: Curriculum... 3 A. Alignment... 3 B. Coherence... 3 Standard 2: Instruction... 3 C. Instructional
FRAMEWORK OF SUPPORT: SCHOOL-LEVEL PRACTICE PROFILE S The Framework of Supports are a set of Practice Profiles that serve as an implementation overview of Support for Personalized Learning (SPL). Practice
Additional Qualification Course Guideline Special Education, Specialist Schedule D Teachers Qualifications Regulation April 2014 Ce document est disponible en français sous le titre Ligne directrice du
Framework: Core Functions, Indicators, and Key Questions The Core Functions and Indicators, which form the structure for the delivery and execution of (Illinois CSI) services, describe the big ideas or
Utah Educational Leadership Standards, Performance Expectations and Indicators Standard 1: Visionary Leadership An educational leader promotes the success of every student by facilitating the development,
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
DENVER PUBLIC SCHOOLS EduStat Case Study Denver Public Schools: Making Meaning of Data to Enable School Leaders to Make Human Capital Decisions Nicole Wolden and Erin McMahon 7/19/2013. Title: Making Meaning
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department
Masters of Reading Information Booklet College of Education Department of Teaching and Learning Bloomsburg University's Masters in Reading/Reading Certification degree program provides theoretical, analytical
Page 1 of 11 CEC Initial Level Special Educator Preparation Standards 1 Among the sine qua non characteristics of mature professions are the identification of the specialized knowledge and skill and the
1 What Does It Mean for Students to Be Engaged? Teachers are constantly working to connect their students to school and to learning because they know that engagement is crucial to school success. It may
Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
MASTERS SOCIAL WORK PROGRAM ASSESSMENT REPORT This report covers the academic year 2010-2011 and includes activity during the summer of 2011 Outcomes The current mission is to prepare graduate social work
Appendix A Educational Policy and Accreditation Standards A new Educational Policy and Accreditation Standards has been approved by the CSWE Board of Directors in April 2008. Preamble Social work practice
2015-16 Rubric for Evaluating Colorado s Specialized Service Professionals: School Psychologists Definition of an Effective School Psychologist Effective school psychologists are vital members of the education
Principal instructional leadership and secondary school performance LINDA BENDIKSON, VIVIANE ROBINSON and JOHN HATTIE KEY POINTS Principal instructional leadership can be direct (focused on improving teaching)
2. Educational Policy and Accreditation Standards Preamble Social work practice promotes human well-being by strengthening opportunities, resources, and capacities of people in their environments and by
Note: This is a sample report designed to provide team chairs with a quick review of the components of the web-based report. The formatting of the report is done automatically through the web-based system.
Educational Policy and Accreditation Standards Copyright 2001, Council on Social Work Education, Inc. All rights reserved. Sections renumbered December 2001, released April 2002, corrected May 2002, July
Grand Valley State University School of Social Work Grand Valley State University was chartered by the Michigan Legislature in 1960, in response to the need for a public, four-year institution of higher
Reflective Practice: Goals for Professional Growth Library Media Specialist Professional s Instructional Program I integrate the teaching of information skills with curriculum standards and classroom content.
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
Joseph L. McCourt Middle School Cumberland, RI 02864 Servicing students in grades 6 8 Mission Statement: Joseph L. McCourt Middle School (JLMMS) is committed to providing an atmosphere of mutual respect
Program Personnel Standards Approval Form Disciplrne: Nursing ','J1* )lplll RTP Committeehair Date i Introduction Relationship of Discipline Standards to CSU Channel Islands Program Standards To understand
OVERVIEW Problem analysis is the phase of Step Zero where a team examines the policies, processes and practices of the organization that may contribute to a stated problem. This exercise is essential in
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK September 2014 Authorized for Distribution by the New York State Education Department This test design and framework document
DOCTOR IN EDUCATION COURSE DESCRIPTIONS A. CORE COURSES NEDD 800 Professionalism, Ethics, and the Self This introductory core course will explore and interrogate ideas surrounding professionalism and professionalization.
3 small schools sharing one campus Mose Vines Preparatory Academy High School Applied Arts, Science, and Technology Academy(AASTA) EXCEL Located at 731 N. Pulaski, on the West Side of Chicago The Orr campus
Master of Science in Early Childhood Education Singapore, 2005 2006 Offered by RTRC Asia in Collaboration with Wheelock College s Center for International Education, Leadership, and Innovation Background
, Ga. District Profile*: Rank among U.S. school districts (by size): 14 Number of schools: 123 Number of students: 159,298 Number of teachers: 11,000 Per pupil expenditures**: $8,859 Superintendent: J.
Review of AVID Research Watt, K.M., Mills, S.J., & Huerta, J. (In Press.). Identifying attributes of teacher leaders within the AVID program: A survey of school principals. Journal of School Leadership.
Contact: Susan Korach firstname.lastname@example.org Morgridge Office of Admissions email@example.com Lead in Denver www.leadindenver.com Educational Leadership and Policy Studies Ritchie Program for School Leaders &
Closing the Achievement Gap in East Lansing Public Schools Dorinda J. Carter Andrews, Ed.D. Associate Professor Department of Teacher Education Michigan State University 620 Farm Lane 358 Erickson Hall
EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: Building Level For institutions undergoing NCATE Accreditation and ELCC Program Review Page 2 For Advanced Programs at the Master, Specialist, or Doctoral
" The UCSC Master of Arts in Education and Teacher Credential Program prepares teachers for California's underserved students. Through a combination of coursework, classroom placements and research projects,
The New York State Board of Regents and The New York State Education Department Growing Tomorrow s Leaders Today Preparing Effective School Leaders in New York State "The factor that empowers the people
1. Introduction A global topic in the context of Chinese education 1.1 Background and Motivation In this section, some reasons will be presented concerning why the topic School Effectiveness in China was
1 PERFORMANCE STANDARDS FOR DOCTORAL PROGRAMS EDUCATIONAL LEADERSHIP (Superintendent) 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit
Equal Opportunity Employer Job Description Job Title: Executive Director of Organizational and Professional Learning Reports to: Chief Academic Officer Department: Teaching and Learning Number of Days:
Versland, T. M., Quintana, E., & Malloy, J. (2014). Leader succession and collective efficacy: Conditions that create continuity in transition. The Researcher, 26(1), 3-7. Leader Succession and Collective
Principles to Actions Executive Summary In 1989 the National Council of Teachers of Mathematics (NCTM) launched the standards-based education movement in North America with the release of Curriculum and
Lindsay Unified School District Mission Statement ~Empowering and Motivating for Today and Tomorrow~ - Adopted by Lindsay Unified School Board: May 21, 2007 Mission: Empowering and Motivating for Today
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
Communication Through Community? The Effects of Structural Changes on High School Communication Michael J. Weiss Consortium for Policy Research in Education University of Pennsylvania firstname.lastname@example.org
Coding Date: Coder: (first initial & last name) Professional Development Schools (PDS) Research Quality Coding Instrument Final Draft: 12/31/14 Codes: NA = Non Applicable (Leave Blank) = Missing Author(s):
Purpose: Leadership and Leadership Team Rubric Introduction To provide core structures and critical features that reflects best practice. To guide the leadership team in the development of this team grounded
Charter School Performance Framework The Regents of the University of the State of New York Office of School Innovation 89 Washington Avenue Albany, New York 12234 www.p12.nysed.gov/psc/ Charter School
METACOGNITIVE AWARENESS OF PRE-SERVICE TEACHERS Emine ŞENDURUR Kocaeli University, Faculty of Education Kocaeli, TURKEY Polat ŞENDURUR Ondokuz Mayıs University, Faculty of Education Samsun, TURKEY Neşet
Connecticut State Board of Education Hartford Position Statement on Science Education Adopted September 3, 2008 The Connecticut State Board of Education regards scientific literacy as evidence of a high-quality
Standards for Professional Development APRIL 2015 Ohio Standards for Professional Development April 2015 Page 1 Introduction All of Ohio s educators and parents share the same goal that Ohio s students
STUDENT LEARNING OUTCOMES PLAN Undergraduate and Graduate Programs DEPARTMENT OF SOCIAL WORK Introduction Our Student Outcomes Plan begins with our department s mission which is linked to the university
Committee On Public Secondary Schools Standards for Accreditation Effective 2011 New England Association of Schools & Colleges 3 Burlington Woods Drive, Suite 100 Burlington, MA 01803 Tel. 781-425-7700
WORLD S BEST WORKFORCE PLAN ANNUAL REPORT 2014 2015 School Year South Early Learning Center, North Intermediate, Saint Peter Middle/High School 1 Saint Peter Public Schools World s Best Workforce Report
LEARNER-CENTERED PSYCHOLOGICAL PRINCIPLES: A Framework for School Reform & Redesign TABLE OF CONTENTS: Background Learner-Centered Principles Prepared by the Learner-Centered Principles Work Group of the
Self-Assessment Tools: GEAR s Criteria for Campus General Education Assessment Plans and Tips for Closing the Loop May 2010 The General Education Assessment Review (GEAR) Group, composed of faculty and
EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: District Level For institutions undergoing NCATE Accreditation and ELCC Program Review For Advanced Programs at the Master, Specialist, or Doctoral
CHARTER SCHOOL PERFORMANCE IN PENNSYLVANIA credo.stanford.edu April 2011 TABLE OF CONTENTS INTRODUCTION... 3 DISTRIBUTION OF CHARTER SCHOOL PERFORMANCE IN PENNSYLVANIA... 7 CHARTER SCHOOL IMPACT BY DELIVERY
Masters Degree (MEd) Individualized Plan of Study, Concentration in Early Childhood Studies Overview of Plan of Study: MCLA is currently conducting a needs assessment to determine the level of interest
STRATEGIC PLAN 2012-2017 OUR MISSION The mission of the USC Rossier School of Education is to improve learning in urban education locally, nationally and globally. Urban education takes place within many
Adopted March 2010 ESEA REAUTHORIZATION PRINCIPLES AND RECOMMENDATIONS A Policy Statement of the Council of Chief State School Officers INTRODUCTION This policy statement presents a vision for a new deal
The Balanced Scorecard Beyond Reports and Rankings More commonly used in the commercial sector, this approach to strategic assessment can be adapted to higher education. by Alice C. Stewart and Julie Carpenter-Hubin
21st Century Community Learning Centers Grant Monitoring Support Contract No. ED-04-CO-0027 Task Order No. 0005 For the U.S. Department of Education, Office of Elementary and Secondary Education Evaluation
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
TEACHER TRAINING: ARTS AS LITERACY PLUS Creating a Scalable Model of Arts-Infused Professional Learning Summary of Findings 2011-2014 Arts Impact is a program of the Puget Sound Educational Service District.
ACS WASC Accreditation Status Determination Worksheet How are students achieving? Is the school doing everything possible to support high achievement for all its students? Directions 1. Discuss the evidence
California State University, Stanislaus Doctor of Education (Ed.D.), Educational Leadership Assessment Plan (excerpt of the WASC Substantive Change Proposal submitted to WASC August 25, 2007) A. Annual