EdisonLearning partnered with struggling schools in Hawaii to improve student achievement. They initially worked with 7 schools using their Alliance model, which provided curriculum support, professional development, and assessment tools. After the first year, these schools saw average gains of 7.5% in reading and 11% in math. Within 3 years, achievement increased by 22% in reading and 30% in math. Due to these results, EdisonLearning took on more Hawaii schools, partnering with 38 schools by 2009 and 40 schools currently. Student subgroups like English learners and disadvantaged students also significantly improved test scores under the partnership.
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
SREB report: What actions have states taken to foster implementation of their new college- and career-readiness standards and the assessments aligned to them?
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
Aligned Teaching Resources: Benchmarking Implementation of College- and Caree...SREB
SREB report: How have state departments of education fostered local educators’ use of high-quality instructional resources that are aligned to their state’s new college- and career-readiness standards?
Charter schools currently serve 3 million students in more than 7,000 schools across 44 states and Washington, D.C. And their reach continues to grow: Since 2005, the number of charter schools in the U.S. has nearly doubled, and the number of charter students has nearly tripled.
Despite being an enduring presence in the nation’s education space, charter schools remain a topic of ongoing debate. The State of the Charter Sector provides the latest available information on charter schools across the country, including updated data on growth, performance, and geographic trends. It also includes analyses of the challenges that charter schools face and how the sector is trying to address them.
This comprehensive slide deck updates our 2015 State of the Charter School Movement, and together, these resources serve as a fact base to cut through the rhetoric that often accompanies conversations about charter schools.
The goal of this analysis is not to persuade, but to inform. As the charter sector continues to grow and improve, it needs a rigorous, evidence-based debate around its weaknesses and strengths. Accurate information is crucial for thoughtful policymaking and, ultimately, to ensuring all students have access to a high-quality education.
Highlights from findings of the SREB reportsBenchmarking State Implementation of College- and Career-Readiness Standards, Aligned Assessments and Related Reforms
Autonomous District Schools: Lessons From the Field on a Promising StrategyJeremy Knight
Autonomous district schools (sometimes called “in-district charters”) use some of the same freedoms that public charter schools enjoy while remaining part of the district. Enabled by innovative policies that support school-level autonomy, Springfield, Massachusetts; Indianapolis, Indiana; Denver, Colorado; and San Antonio, Texas, are experimenting with these types of schools. While these efforts are too new to have clear student impact data, autonomous district schools could be a promising strategy to improve districts’ ability to meet families’ and students’ needs and to improve outcomes.
“Autonomous District Schools: Lessons From the Field on a Promising Strategy” summarizes Bellwether’s work with San Antonio Independent School District (SAISD) over the past 18 months. The district has authorized three networks of autonomous district schools using a law that supports and incentivizes the creation of these schools. Bellwether provided program design support, strategic advice, and capacity building to SAISD’s Network Principal Initiative, and this deck offers an overview of the initiative and the lessons we learned about the launch of autonomous district schools.
This slide deck is accompanied by a tool kit, “Autonomous District Schools: Tools for Planning and Launching,” which offers concrete resources for leaders interested in planning an autonomous school or network.
Standards and Assessments: Benchmarking State Implementation of College- and ...SREB
SREB report: What actions have states taken to foster implementation of their new college- and career-readiness standards and the assessments aligned to them?
India primary education system is among the largest in the world with nearly 1.5 million schools and over 100 million students enrolled. This large size warrants significant investments to provide high quality education at primary levels. Over the years, the government has worked on strengthening its education system at the elementary level through various policies and schemes such as Sarva Shiksha Abhiyan (SSA), Mid-day meal scheme, Right to Education Act (RTE), among others. This has in turn resulted in a six times growth in number of schools offering primary education, thirteen times increase in number of teachers, and doubling of Gross Enrolment Ratio (GER) from 1950 to 2016.
1Running Head DATA GATHERINGS AND INTERVIEWS11DATA GATHER.docxdrennanmicah
1
Running Head: DATA GATHERINGS AND INTERVIEWS
11
DATA GATHERINGS AND INTERVIEWS
Data Gathering and Interviews
Introduction
School improvement has important on schools, which are low-performing schools where the whole school should be turned toward another path. There are changes of ways and that a school can do with school improvement. Instructors, administrators, and parents are to set objectives to assist the school with improving each year on an institutionalize test and other test to contrast them and others school presentations. With the No Child Left behind Act in 2002 it expects leaders to take a gander at each child as people and as gatherings and not exactly at the aggregate school, making the act of ceaseless improvement for all students. Be that as it may, this Act has change and called Every Student Succeeds Act, it enable schools for more important adaptability to decide best interventions and improvement activities. For school improvement, information should be gathered to distinguish shortcoming and the qualities of a specific school. Instructors, staff, administrators and parents are partners they thought of a school improvement intend to upgrade student accomplishment in the classroom and to prepare instructional procedures for persuasive getting ready for school improvement.
School Reform
For a long time training, leaders have been pushing onto school regions school changes that don't hint at any working while at the same time giving short shrift to those that have a reputation of working. In the classroom there are such a large number of weaknesses and basic leadership that can be considered to improve student accomplishment and to help school improvement. School change or school upgrades results should be changed. Among a meeting with the standard of WASC team, they expressed that school improvement or school change is followed up on the coordinated effort on administrators, teachers, parents and students. Specialist assumes a critical job in the school. There are a few schools with various socioeconomics that can influence different results. Schools that demonstrated achievement grasps fundamental help and these backings are:
•
Leadership-Everyone in the school is a leader. An educator is the leader in the classroom. Parents are leaders at home and administrators are the leaders of an explicit school. Guideline sorted out their staffs and their locale resources in help of student learning. Whatever the guideline needs the school pursues, here and there initiative can be a reason for miscommunication, and they will simply accumulate information from educators and guardians yet they do not want to do with that information.
•
Improved people group ties the standard and school staff examines out and made school additionally inviting for parents and made connects to other network establishments. In an instruction framework the mission of the school isn't just done in the classrooms and the school itself. They need to als.
Character and Academics What Good Schools Do Benninga,.docxmccormicknadine86
Character and Academics: What Good Schools Do
Benninga, Jacques S; Berkowitz, Marvin W; Kuehn, Phyllis; Smith, Karen . Phi Delta Kappan ;
Bloomington Vol. 87, Iss. 6, (Feb 2006): 448-452.
ProQuest document link
ABSTRACT
Despite the clear national interest in character education, many schools are leery of engaging in supplementary
initiatives that might detract from their focus on increasing academic performance. If it could be demonstrated
that implementing character education programs is compatible with efforts to improve school achievement, then
perhaps more schools would accept the challenge of doing both.
FULL TEXT
Headnote
Though there has been increasing interest in character education among policy makers and education
professionals, many schools hesitate to do anything that might detract from their focus on increasing academic
performance. The authors present evidence indicating that this may be misguided.
THE growth of character education programs in the United States has coincided with the rise in high-stakes
testing of student achievement. The No Child Left Behind Act asks schools to contribute not only to students'
academic performance but also to their character. Both the federal government and the National Education
Association (NEA) agree that schools have this dual responsibility. In a statement introducing a new U.S.
Department of Education character education website, then Secretary of Education Rod Paige outlined the need
for such programs:
Sadly, we live in a culture without role models, where millions of students are taught the wrong values or no values
at all. This culture of callousness has led to a staggering achievement gap, poor health status, overweight
students, crime, violence, teenage pregnancy, and tobacco and alcohol abuse. . . . Good character is the product of
good judgments made every day.1
And Bob Chase, the former president of the NEA, issued his own forceful call to action:
We must make an explicit commitment to formal character education. We must integrate character education into
the fabric of the curriculum and into extracurricular activities. We must train teachers in character education - both
preservice and inservice. And we must consciously set about creating a moral climate within our schools.2
Despite the clear national interest in character education, many schools are leery of engaging in supplementary
initiatives that, although worthy, might detract from what they see as their primary focus: increasing academic
achievement. Moreover, many schools lack the resources to create new curricular initiatives. Yet the enhancement
of student character is a bipartisan mandate that derives from the very core of public education. The purpose of
public schooling requires that schools seek to improve both academic and character education.
http://ezproxy.snhu.edu/login?qurl=https%3A%2F%2Fsearch.proquest.com%2Fdocview%2F218519891%3Faccountid%3D3783 ...
Students, educators, and institutions are using iPad for countless educational purposes and finding both anticipated and surprising benefits. Examples in this document highlight the following areas across K–12 and higher education:
Improvements in academic performance
Increases in engagement and motivation
Added instructional flexibility and resource efficiency
Integrated focus on content quality and design...
This was the presentation that we gave to a Panel from the Department of Education at a hearing on January 14th regarding the proposed closing of New Day Academy.
This is the presentation that was given at New Day Academy when a panel from the Department of Education came for a hearing about their recent proposal to close our school.
1. An EdisonLearning Success Story
Hawaii schools see continued increases in
student achievement with EdisonLearning
partnership
The Hawaii Story
ThE ChALLEngE
In 2005 several schools in Hawaii were consistently
falling short of state standards for math and English,
based on years of state testing. The Hawaii Board of
Education sought new ways to help these schools. They
approved a plan to help 20 struggling schools improve
test scores. The Department of Education hired three
companies to help restructure these schools.
ThE SoLuTIon
EdisonLearning was one of three companies chosen
for this restructuring effort by the Hawaii Department
of Education. EdisonLearning was initially assigned to
work with 7 schools. The company used its Alliance™ “The EdisonLearning partnership has provided us
model to support these schools. Alliance is a district/ a structure to follow. I believe we are much more
school partnership model that brings together proven focused on our curriculum now than ever before.
research-based school design elements, achievement The weekly support provided by EdisonLearning has
tools and systems, professional development, and really moved our school along.”
dedicated EdisonLearning experts with a local staff to - amie Yap, Principal
J
transform schools. Maui Waewna Intermediate School, Hawaii
ThE RESuLTS
• First year achievement gains for Alliance partnership • English Language Learners (ELL) students have
schools were on average 7.5% in reading and 11% in increased their combined proficiency by 21% during
math. Within 3 years, these schools raised achievement the partnership.
by 22% in reading and 30% in math. • At the end of the 2007-2008 school year, the State
• Initially assigned 7 schools in 2005 , EdisonLearning of Hawaii awarded the state’s two top honors
was awarded 38 schools by the year 2009. for school leaders to two principals from Alliance
partnership schools.
• 14 Schools made AYP in 2009-2010 school year, up
from 5 schools in the 2008-2009 school year. • Among all partner providers in Hawaii, EdisonLearning
partnership schools continues to have the highest
• Students in the “Disadvantaged” subgroup have combined achievement results – 55.3% in the 2009-
increased their combined proficiency (reading and 2010 school year, as well as the highest single year
math) by 14% during the partnership. combined gain – 4.7%.
2. ThE STEpS ALong ThE WAy EdisonLearning also worked with the schools to put into place its
Several schools in Hawaii were struggling, consistently falling online formative assessment program, the Benchmarks system.
short of state standards in math and English, based on years Now called eValuate™, the system combines monthly benchmark
of state testing. These affected schools all faced some added assessments aligned to individual state standards with easy-to-
challenges. All had a significant number of children living in use reporting and analysis tools.
poverty. Most of the campuses were in rural or remote areas.
Some also had a high number of recent immigrants who spoke Students take monthly assessments online through eValuate.
little English. Teachers get instant feedback on test results. These results
are invaluable to being able to understand how students are
In 2005, the Hawaii Board of Education approved a plan to performing against state standards. Teachers analyze eValuate’s
help 20 of these struggling schools improve test scores and reports and use the information to make adjustments to
comply with other federal No Child Left Behind Act standards. classroom instruction to impact student achievement.
The Department of Education hired three companies to train
teachers and overhaul curriculum at the affected schools. This Professional Development is a significant part of the Alliance
effort was the most intense remedy that the state applied to model. Frequent professional development sessions occur
schools. EdisonLearning was one of the companies chosen to with topics that include data analysis using eValuate reports,
participate in this restructuring effort. The goal was to set and lesson planning, and other subjects that provide teachers
meet benchmarks for student achievement and ensure that ways to improve student learning. EdisonLearning also offers
curriculum and teaching match the goals. internal national instructional and leadership conferences
which offer educators a valuable and unique experience to
EdisonLearning was initially assigned 7 schools by the interact with colleagues from other EdisonLearning partnership
Hawaii Department of Education under this effort. To help schools across the nation.
these schools, EdisonLearning employed its district/school
partnership model, Alliance™. With Alliance, structures are One of the most successful aspects of the EdisonLearning
put in place that help ensure high performance on an on- and Hawaii school partnership has been how the teams have
going basis. Proven research-based school design elements, made curriculum, professional development and eValuate
achievement tools and systems, professional development, work together, leading to the creation of professional
and dedicated EdisonLearning experts are brought together learning communities. In partnership with EdisonLearning,
with a local staff to transform schools, deliver on turnaround schools create professional learning communities to allow
promises and make them true centers of excellence. teachers in core subjects to meet several times a week with
their respective counterparts to discuss curriculum and
One of the unique challenges in working with schools in instructional strategies. The outcomes are evident in student
Hawaii is location. As part of the Alliance model, a local on- performance.
site EdisonLearning team is a critical component to help guide
a successful Alliance implementation. This team is called the At the end of the first year of support, Alliance schools, on
Alliance Achievement team. An island-based Alliance average, had 7.5% achievement gains in reading, and 11%
Achievement team was established to work closely with in math. Meanwhile, average achievement in non-Alliance
the Hawaii school teams. Experts on this included a reading schools decreased. Within 3 years, these school raised
director, math director, English as a second language specialist, achievement by 22% in reading and 30% in Math.
two achievement advisors and a technology specialist. The
team became embedded in the school community and Due to the achievement gains seen in the initial 7 Alliance
invested in the schools’ success. schools, the number of EdisonLearning partnership schools
increased in Hawaii from 7 to 38 for the 2008-2009 school
Once the Alliance Achievement team was in place, the focus of year – educating 25,600 students statewide. Currently there
Alliance in Hawaii became turnaround curriculum, professional are 40 schools receiving a variety of Alliance services for the
development and assessment programs. 2010-11 school year.
EdisonLearning brought its years of curriculum expertise to ThE BoTTom LInE
develop a system to ensure standards based instruction that For the 2009-2010 school year, 14 EdisonLearning partnership
met the needs of students in Hawaii, including customized schools made AYP. This reflects a marked increase from 5
instruction needs for Special Education and ELL students, was schools that made AYP the previous year. These outcomes are a
provided to all students. Instruction was tied to meeting the solid testament to work done in these schools by the principals,
achievement goals set by the state. teachers, students and partners at the Hawaii DOE.
3. Schools that did not make AYP, however, are making significant FInd ouT moRE
progress, with math gains that averaged 6% at many schools For more information, call us at 1-800-I-CAN-LEARN
that have been Alliance schools for just two years. These (1-877-422-6532), email us at information@edisonlearning.com
schools include several high schools where the challenges can or visit www.edisonlearning.com/casestudies.
be greater due to the lack of a solid educational foundation in
the early grades. Working together for student success™
Among all partner providers’ schools in Hawaii, EdisonLearning
partner schools continue to have the highest combined
achievement results – 55.3% in 2009-2010 school year, as well
as the highest single year combined gain – 4.7%.
The partnership is also having a positive impact on those
students facing special challenges. Significant achievement
gains have occurred in both the Disadvantaged and ELL
subgroups. Students in the Disadvantaged subgroup have
increase their combined math and reading proficiency by
14% and students in the ELL subgroup have increased their
combined proficiency by 21% during the partnership.
Because the EdisonLearning Alliance model continues to help
Hawaii schools see sustained student achievement increases,
the number of partnership schools will increase even more to
40 in the 2010-2011 school year.
gain in percent of students who are
proficient or advanced proficient
Reading
50%
40%
30%
20%
10%
0%
2006 1-year gains 2007 2-year gains 2008 3-year gains
Hawaii EdisonLearning Alliance Schools
gain in percent of students who are
proficient or advanced proficient
Math
50%
40%
30%
20%
10%
0%
2006 1-year gains 2007 2-year gains 2008 3-year gains
Hawaii EdisonLearning Alliance Schools