Usage of Practices Promoted by School Improvement Grants. NCEE 2015-4019

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Autor/inn/en	Dragoset, Lisa; James-Burdumy, Susanne; Hallgren, Kristin; Perez-Johnson, Irma; Herrmann, Mariesa; Tuttle, Christina; Angus, Megan Hague; Herman, Rebecca; Murray, Matthew; Tanenbaum, Courtney; Graczewski, Cheryl
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	Usage of Practices Promoted by School Improvement Grants. NCEE 2015-4019
Quelle	(2015), (178 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Grants; Educational Improvement; Federal Legislation; Federal Aid; Educational Legislation; Federal Programs; School Turnaround; Evidence; School Surveys; Educational Change; Educational Policy; Educational Practices; Program Implementation; Models; English Language Learners; Achievement Gap; Alignment (Education); Interviews; Comparative Analysis; Online Surveys; Teacher Effectiveness; Administrator Effectiveness; Educational Administration + Suchen Sie Ihr Suchwort? Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Bundesrecht; Bildungsrecht; Schulgesetz; Evidenz; Bildungsreform; Politics of education; Bildungspolitik; Bildungspraxis; Analogiemodell; Interviewing; Interviewtechnik; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	The American Recovery and Reinvestment Act of 2009 injected $7 billion into two of the Obama administration's signature competitive education grant programs: Race to the Top (RTT) and School Improvement Grants (SIG). While RTT focused on state policies and SIG focused on school practices, both programs promoted related policies and practices, including an emphasis on turning around the nation's lowest-performing schools. Despite the sizable investment in both of these programs, comprehensive evidence on their implementation and impact has been limited to date. This report focuses on two implementation questions: (1) Do states and schools that received grants actually use the policies and practices promoted by these two programs? (2) Does their usage of these policies and practices differ from states and schools that did not receive grants? Answers to these questions provide context for interpreting impact findings that will be presented in a future report. The second volume of this report details our SIG findings, which are based on spring 2012 surveys of approximately 470 schools in 60 districts and 22 states. Key findings include: (1) Schools implementing a SIG-funded model reported using more practices promoted by SIG than schools not implementing such models in all four areas examined: comprehensive instructional reforms, teacher and principal effectiveness, learning time and community-oriented schools, and operational flexibility and support; (2) Across all schools, usage of practices promoted by SIG was highest in the comprehensive instructional reforms area (90 percent of practices examined) and lowest in the operational flexibility and support area (46 percent of practices examined); and (3) There were no differences between schools implementing a SIG-funded model and schools not implementing one in usage of ELL-focused practices promoted by SIG. Schools with higher percentages of ELLs used more ELL-focused practices than schools with lower percentages of ELLs, but there were no differences in usage between schools with higher and lower ELL/non-ELL achievement gaps. Five appendices are included: (1) Additional Figures Based on School Surveys; (2) District-Reported Practices Aligned with the SIG Application Criteria; (3) Detailed Findings from Interviews and Surveys; (4) Survey Questions Aligned with SIG Practices; and (5) Additional Information about English Language Learner-Focused Analyses for the SIG Component of the Evaluation. (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01