Where Data Lead, Success Follows: Rural California Districts Band Together to Focus on College Readiness

Autor/inn/en	Newman, Elizabeth; Baharav, Hadar
Titel	Where Data Lead, Success Follows: Rural California Districts Band Together to Focus on College Readiness
Quelle	In: Learning Professional, 39 (2018) 5, S.54-59 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Rural Areas; School Districts; College Readiness; Counties; Boards of Education; Instructional Leadership; Partnerships in Education; Schools of Education; Graduate Study; Data Analysis; College Preparation; Curriculum Development; Student Financial Aid; Capacity Building; Educational Improvement; Elementary Secondary Education; Access to Education; Faculty Development; Feedback (Response); Decision Making; California + Suchen Sie Ihr Suchwort? Rural area; Ländlicher Raum; School district; Schulbezirk; Ausschuss; Instruction; Leadership; Bildung; Erziehung; Führung; Hochschulpartnerschaft; Erziehungswissenschaftliche Fakultät; Aufbaustudium; Graduiertenstudium; Hauptstudium; Auswertung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Teaching improvement; Unterrichtsentwicklung; Education; Access; Zugang; Bildungszugang; Decision-making; Entscheidungsfindung; Kalifornien
Abstract	In 2014, the close-knit education community in California's rural Humboldt county came together to address the potential to improve students' college readiness and completion. A diverse group of education leaders spanning K-12 through college formed the collaborative, with leadership from the Humboldt County Office of Education. The John W. Gardner Center for Youth and Their Communities at the Stanford Graduate School of Education partnered with the collaborative to design and lead a professional learning process for participating educators. At the heart of the collaborative was an effort to help partners use cycles of inquiry to analyze, study, and act on data. Participating districts and institutions of higher education focused on indicators relevant to the region, such as student participation in college prep curriculum, access and uptake of student supports, and completion of financial aid applications. In a survey of collaborative partners, after most members had been involved for one or two years, most respondents either agreed or strongly agreed that, through the adoption of the cycle of inquiry approach, their district or institution had broadly built its capacity for continuous learning and improvement. All agreed or strongly agreed that, as individuals, they would likely take what they had learned through participation in the collaborative to their future positions. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01