Researchers from Texas Tech University report that students served by Opportunity Culture multi-classroom leader teaching teams achieved learning growth in the top quartile teamwide, on average, according to their study of the Ector County Independent School District’s first Opportunity Culture year. The district asked the researchers to conduct an independent review of its first eight Opportunity Culture […]
By Beth Clifford, David Gilmore, Cole Smith, Preston Faulk and Molly Osborne; first published on EdNC. Since the COVID-19 pandemic upended life as we knew it in March, North Carolina school districts have had to rethink how they deliver education. After transitioning online in the spring, districts could choose between a hybrid model with limited face-to-face instruction (plan B) and 100% virtual […]
The 74, August 25, 2020, by Linda Jacobson Charter schools appeared to follow a more routine class schedule and stay in closer contact with students and families following shutdowns than district schools, according to a new analysis out Tuesday from Public Impact and the National Alliance for Public Charter Schools. But similar percentages of both charter and […]
Education Week, July 29, 2020, by Evie Blad State guidance on reopening schools largely focuses on health and safety practices without adequately addressing the challenges of keeping students on-track academically following extended coronavirus closures, a new analysis of state reopening plans finds. The report, released Wednesday by education organizations the Center for Reinventing Public Education and Public […]
By Molly Osborne, Jessica Struhs, Troy Smith and Beth Clifford; first published on EdNC. In March 2020, the Center on Reinventing Public Education (CRPE) released “District Responses to COVID-19,” an online database tracking how some of the nation’s largest public school districts have shifted instruction, student support, and organizational operations in response to COVID-19 school closures. CRPE continues to update the […]
By Jessica Struhs, Troy Smith, Beth Clifford, Preston Faulk and Cole Smith; first published on EdNC. This data summary analyzes trends in the NC District Responses to COVID-19 School Closures database completed on June 5, 2020, which is an update of the database first published on April 23, 2020. In developing the database, researchers first searched for districts’ publicly posted distance learning plans […]
In Friday’s EdNC.org., Mandy Ableidinger asks, “The most recent NC end of third grade reading assessment results show scores hardly shifting from last year and continued racial, ethnic, and socioeconomic gaps. What can we do differently?” Referring to our recent report, Closing Achievement Gaps in Diverse Schools: An Action Guide for District Leaders, Ableidinger, the […]
Students in classrooms of team teachers led by “multi-classroom leaders” showed sizeable academic gains, according to a new study from the American Institutes for Research and the Brookings Institution. The team teachers were, on average, at the 50th percentile in the student learning gains they produced before joining a team led by a multi-classroom leader. […]
When you’re not sure where to start, ask your students! Well, not always, but when I came to Charlotte, North Carolina’s James Martin Middle School as a multi-classroom leader in 2014, I felt overwhelmed. I started as the MCL for sixth grade, where for the previous three years the students had been experiencing negative learning […]
Fifty-nine percent of Opportunity Culture schools in North Carolina exceeded student growth expectations in 2015–16, more than double the percentage of N.C. schools overall at just 28 percent, according to school performance data the state released September 2.
Review of 25 school quality rating systems reveals clear trends that may help rating system designers and users think about optimal system designs.
The rating systems inventoried included some from state departments of education, large public school districts, charter associations and authorizers, and private news and advocacy organizations. Among the trends they found among the systems were:
- the inclusion of student growth, useful for evaluating a school’s quality based on its students’ progress–a new standard, the authors say, for quality rating systems.
- the expansion of college- and career-readiness measures–going beyond graduation rates to include important, new indicators.
- an exploration of new ways to focus attention on the lowest-performing students–as the authors say, “great schools are great for all students in the building.”
- an interest in valid measures of student engagement–although systems focus on academic outcomes, some try to capture school culture as well.
- simplified reporting formats to categorize school quality.
- an increase in data transparency and public accessibility–so that a rating system can be judged not just by its accuracy, but by how available its data is to users.