Creating Excellent and Equitable Schools

Autor/inn/en	Darling-Hammond, Linda; Friedlaender, Diane
Titel	Creating Excellent and Equitable Schools
Quelle	In: Educational Leadership, 65 (2008) 8, S.14-21 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1784
Schlagwörter	Educational Quality; Excellence in Education; Low Income Groups; High Risk Students; Minority Groups; Urban Schools; College Bound Students; Teacher Expectations of Students; Faculty Development; Teacher Collaboration; Teacher Effectiveness; Relevance (Education); School Policy; Governance; Educational Policy; Curriculum Development; Student Evaluation; Performance Based Assessment; Financial Support; Educational Equity (Finance); Funding Formulas; Resource Allocation; Student Needs; California + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Lernerfolg; Problemschüler; Ethnische Minderheit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerkooperation; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Relevance; Relevanz; Schulpolitik; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Politics of education; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Schulnote; Studentische Bewertung; Leistungsermittlung; Finanzielle Förderung; Funding; Ressourcenallokation; Kalifornien
Abstract	Educators Linda Darling-Hammond and Diane Friedlaender share findings from their recent report highlighting five California high schools that have beaten the odds in supporting the success of low-income students of color. Animo Inglewood Charter High School, Stanley E. Foster Construction Tech Academy, June Jordan School for Equity, Leadership High School, and New Technology High School are located in California's largest cities and are nonselective in their admissions, but they have graduation rates and college-going rates significantly higher than the state average. All five schools provide personalized settings, offer rigorous and relevant instruction, and promote professional learning and collaboration. The study also identified four policy areas that influence the ability of high schools to enable students of color to succeed: organization and governance (for example, state and federal policies need to favor the creation of small high schools); human capital (for example, policies should ensure the creation of effective training programs for both teachers and principals); curriculum and assessment (for example, policies should promote the use of performance assessments and the practice of collectively scoring assessments); and funding (for example, policies should make funding more equitable by establishing weighted student funding formulas. Funds would follow the student and additional funding would be allocated for students with the greatest needs). (Contains 1 endnote.) (Author).
Anmerkungen	Association for Supervision and Curriculum Development. 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 800-933-2723; Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10