Review of "Failure Is Not an Option: How Principals, Teachers, Students and Parents from Ohio's High-Achieving, High-Poverty Schools Explain Their Success"

Autor/in	Paige, Mark
Institution	University of Colorado at Boulder, National Education Policy Center
Titel	Review of "Failure Is Not an Option: How Principals, Teachers, Students and Parents from Ohio's High-Achieving, High-Poverty Schools Explain Their Success"
Quelle	(2013), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Equal Education; Poverty; Principals; Parents; Students; Teachers; High Achievement; Interviews; Educational Change; Focus Groups; Educational Improvement; Best Practices; Ohio + Suchen Sie Ihr Suchwort? Schulleistung; Armut; Principal; Schulleiter; Eltern; Student; Schüler; Schülerin; Studentin; Lehrer; Lehrerin; Lehrende; Interviewing; Interviewtechnik; Bildungsreform; Teaching improvement; Unterrichtsentwicklung
Abstract	This Public Agenda report profiles nine high-poverty schools in Ohio that the authors believe have exhibited "sustained success." It first lists 11 commonly accepted attributes they assert are demonstrated across the profiled schools. The report then offers six general recommendations for other schools to achieve and sustain success, although the connection between the attributes and the recommendations is unclear. How these "key attributes" and subsequent recommendations were derived from the interviews is not specified. The school selection criteria suggests sample bias. Six of the nine schools were from a state "schools of promise" list and three were not. Four of the schools' poverty levels were near the state average, belying the high-poverty claim in the report's title. The report's biggest deficiency is that, while it is presented as addressing equity needs, and the interviewees pointed out that poverty related factors must be addressed, the recommendations fail to propose remedies or explicitly address these factors. This omission puts the report precariously close to the discredited "no excuses" genre. The common sense nature of the recommendations will likely be found acceptable to many readers, but the proposals are not sufficiently grounded in either the study's own data or in the larger body of research. In sum, these shortcomings marginalize the work's usefulness in advancing school reform and educational equity. Notes and references are included. (As Provided).
Anmerkungen	National Education Policy Center. School of Education 249 UCB University of Colorado, Boulder, CO 80309. Tel: 303-735-5290; e-mail: nepc@colorado.edu; Web site: http://nepc.colorado.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10