Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time

Autor/inn/en	Del Razo, Jaime L.; Saunders, Marisa; Renée, Michelle; López, Ruth M.; Ullucci, Kerri
Institution	Annenberg Institute for School Reform at Brown University; UCLA, Institute for Democracy, Education and Access (IDEA)
Titel	Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time
Quelle	(2014), (37 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Equal Education; Measures (Individuals); Educational Change; Blended Learning; Disproportionate Representation; Disadvantaged Schools; Disadvantaged Youth; Teacher Role; Educational Environment; School Community Relationship; Community Involvement; Partnerships in Education; Student Participation; Family Involvement; School Policy; Time Factors (Learning); Inclusion; Academic Persistence; Learner Engagement; Health; Well Being; Citizen Participation; Sustainability + Suchen Sie Ihr Suchwort? Messdaten; Bildungsreform; Benachteiligter Jugendlicher; Lehrerrolle; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Hochschulpartnerschaft; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Schulpolitik; Inklusion; Gesundheit; Well-being; Wellness; Wohlbefinden; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Nachhaltigkeit
Abstract	Using standardized test scores as the main measure of educational achievement is not enough to capture the complexity of a student's or school's needs, challenges, and successes. "Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time" presents a new set of comprehensive, rich, and meaningful measures of what matters to students, schools, and systems. The framework of twenty-four indicators emerged via extensive research and collaboration with school designers, community organizers, researchers, local funders, and other partners of the Ford Foundation's More and Better Learning Time (MBLT) initiative. The project aims to use learning time as a lever for improving educational opportunities for students in the nation's most underserved school systems. "Leveraging Time for Equity" is grounded in the work of the MBLT field, extensive research on education reform and indicators, and a commitment to social and educational equity for all. The report begins with an introduction to the goals and design of the MBLT initiative in the section "About the More and Better Learning Time Initiative." The section "Building a Shared Theory of Action" discusses what factors guided the development of the indicator framework. In particular, the authors share an approach that highlights the collaborative efforts of multiple actors that need to engage in the work to reach scale. This section includes a review of existing research supporting the use of multiple educational measurements and evaluations in place of the traditional single assessments. The "MBLT Indicators Framework" section introduces the indicators. The section outlines the process for producing a parsimonious list of useful MBLT indicators and discusses why indicators are needed at three levels--student, school, and system. The section continues with the heart of this report: a description of indicators that align with MBLT principles and goals. This report will be accompanied by a website, due to launch in fall 2014, that will offer additional information, tools, and resources. (ERIC).
Anmerkungen	Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: AISR_Info@brown.edu; Web site: http://www.annenberginstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10