AERA Sessions on District Reform

Dear SIG members:

Below you will find a list of AERA papers and sessions related to district reform. It includes a number of sessions involving SIG members, and also other presentations related to districts and district reform. Please note the Districts in Research and Reform session on Tuesday afternoon and the SIG Business Meeting on Tuesday evening.

Stay tuned for more information on AERA, including a guide to San Diego by SIG officers (and locals) Alan Daly and Kyo Yamashiro!

Monday, April 13

The Need for Research Versus the Fact of Paper Cuts

Scheduled Time: Mon, Apr 13 - 12:00pm - 1:30pm

Building/Room: Omni San Diego / Salon A

Session Participants:

Participant: Elizabeth A. Holtzapple (Cincinnati Public Schools - OH)

Participant: Richard G. Peters (Indianapolis Public Schools - IN)

Participant: John C Ritzler (South Bend Community School Corporation)

Discussant: Dale Whittington (Shaker Heights City School District)

Discussant: Jonathan A. Supovitz (University of Pennsylvania)

Chair: Arie J. van der Ploeg (Learning Point Associates)

Participant: Bryan Chumbley (Peoria (IL) School District 150)

Participant: Jay Marino (Cedar Rapids (IA) Community School District)

Participant: Kurt Kiefer (Madison (WI) Metropolitan School District)

Abstract:

There are some 50 U.S. public school districts that enroll more than 60,000 PreK-12 students. These very large urban districts attract much attention and considerable external resources. The 500 or so districts enrolling 15,000 to 60,000 students each, on the other hand, receive very little attention or support. Typically, for all assessment, evaluation, research, and accountability functions these districts rely on just one professional. Is it possible to create and maintain disciplined inquiry in these circumstances? Six directors of research and evaluation in smaller districts will outline how they create opportunities for inquiry and engagement with data, in contexts of isolation, rotating leadership, declining resources, and far too frequent paper cuts.

Challenges of Scaling Up: Advancing Research and Improving District and School Programs of Partnerships

Scheduled Time: Mon, Apr 13 - 2:15pm - 3:45pm

Building/Room: San Diego Convention Center / Room 16B

District Leadership and School Reform: Studying the Sustainability of Programs of Partnerships

*Mavis G. Sanders (The Johns Hopkins University)

District Leadership on Partnerships: Program Development and Effects Over 3 Years

*Joyce L. Epstein (Johns Hopkins University), Claudia Lucia Galindo (University of Maryland - Baltimore County)

Chair: Claudia Lucia Galindo (University of Maryland - Baltimore County)

Discussant: Carol Garman (Chino Valley School District)

Discussant: Jeana M. Preston (San Diego State University)

Abstract:

New studies are presented from a five-year project funded by NICHD to “scale up” an intervention model of family and community involvement and improve research on its effects. Two studies focus on school-based partnerships to assess the benefits of family involvement with students on homework in the elementary and middle grades and to identify the influences of family involvement on students’ motivation and achievement in school. Two studies focus on district leadership to identify district demographic, organizational, and support conditions that affect progress in partnership program development and to understand factors that influence the sustainability of these programs. The four studies use data from economically, racially, and linguistically diverse schools and communities to improve knowledge on partnership programs and effects.

Tuesday, April 14

The Implications of NCLB for a Board of Education Student-Centered Decision-Making Policy in an Elementary District

Scheduled Time: Tue, Apr 14 - 8:15am - 10:15am

Building/Room: San Diego Convention Center / Room 21
In Session: Influences Over Control and Decision Making

Authors:

*Anisha D. Dalal (San Diego Unified School District)

*Jose Francisco Escobedo (South Bay Union School District)

Brian Bristol (South Pasadena Unified School District)

Janet A. Chrispeels (University of California - San Diego)

Abstract:

The purpose of this study was to explore how a 1998 board of education adopted inquiry process supported by extensive staff development influenced the practices of six diverse schools in a K-6 elementary district ten years after the policy was adopted. The findings showed that the schools, ranging from charter to new schools, were remarkably consistent in their adherence to the board policy to focus on student learning by examining student work and altering instructional practices. The findings also indicated that as NCLB pressures were mounting to have all students at proficiency, these schools seemed to be shifting from a student learning to an accountability culture focused on test results.

Thinking Outside the Box: Integrating Ideas From Outside of Education Into School District Improvement Efforts

Scheduled Time: Tue, Apr 14 - 8:15am - 9:45am

Building/Room: Manchester Grand Hyatt / Manchester Ballroom - Section E

In Session: Exploring the Dynamics of Educational Leadership: The School Climate, Strategic Efforts, and Systematic Assessments

Author:

*Lee Teitel (Harvard University)

Abstract:

In 2006, eight urban districts began a well-funded, concerted, three-year effort to dramatically increase instructional quality. Based at a major research university, the initiative deliberately went beyond the university’s school of education to draw on the conceptual frameworks, tools, and faculty from its schools of business and government. The proposed paper draws on a range of qualitative and quantitative data to describe the resulting integrated program, tell the case stories of the districts- what each of them, at different start points and in different organizational contexts, has taken from the initiative to apply to its own work. It concludes by synthesizing across the cases, and assessing impacts that an integrated approach like this one can have on districts improvement efforts.

District Teacher Training and Turnaround Reconstitution: Policy Synergy in Chicago

Scheduled Time: Tue, Apr 14 - 12:25pm - 1:05pm

Building/Room: San Diego Convention Center / Ballroom 6A
In Session: PEA 40th Anniversary Session: Politics of Education Governance and Accountability

Author:

*Laurence B. Boggess (The Pennsylvania State University)

Abstract:

This qualitative study examined how the Chicago Public School District partnered with an urban teacher residency authorized to alternatively train and certify the district’s teachers as well as staff and operate the district’s reconstituted schools. The district’s strategies for structuring the partnership included contractual bridging, proxy control. Findings suggested that the conditions of bridging and control 1) legitimized the urban teacher residency as a political actor; 2) influenced how reform partners defined “teacher quality;” 3) established the close proximity of private funders to teacher education, and 4) enhanced the district’s goal to tailor teachers to meet its needs. The study discussed implications of this synergistic reform policy in light of pending legislation in Congress to expand urban teacher residencies nationally.

Will the Use of Data Lead to Informed Decision Making as Policy Makers Assume?

Scheduled Time: Tue, Apr 14 - 2:15pm - 3:45pm

Building/Room: San Diego Convention Center / Room 17A

The District’s Role in Data-Informed Decision Making

Authors:

*Christine L. Padilla (SRI International)

Larry Gallagher (SRI International)

Abstract:

The purpose of this paper is to provide national estimates, along with examples of district data systems and tools, strategies used to promote data-informed decision making, district capacity needs, and barriers to expanding the use of data informed decision making.

Professional Development Needs for Data Literacy

*Angela Haydel Debarger (SRI International)

*Barbara M. Means (SRI International)

Eva Chen (SRI International)

Abstract:

Without data skills, teachers are ill prepared to use data effectively to provide instruction that matches students’ needs. Understanding the nature of teachers’ proficiencies and difficulties in data literacy is an important consideration in designing data-informed decision-making processes and sheds light on gaps in teacher education and professional development programs. To provide insights into areas of teacher strength and weakness with respect to using data, data scenarios were developed to probe teachers’ ability to engage in various aspects of data interpretation and use. This paper will focus on the results of this work over a two-year period.

The other is a Symposium that I am chairing on Tuesday 12:15 to 1:55, The title is Managing Multiple Reforms: Avoiding a Tragedy of the Commons. Location: Omni San Diego, Room Salon B,

Managing Multiple Reforms: Avoiding a Tragedy of the Commons

Scheduled Time: Tue, Apr 14 - 12:25pm - 1:55pm

Building/Room: Omni San Diego / Salon B

Session Participants:

District Assistance and Intervention Team: California State Reform Initiative for Underperforming Districts

*Keith Nuthall (San Diego County Office of Education)

Reading First Implementation: Assurances and Expanding Expectations

*M Kathleen Okeefe-Morris (Rock Springs Elemenatry)

Effective Schools for the 21st Century: Building Leadership Team Capacity

*Peggy H. Burke (University of Michigan - Flint)

Teachers’ Perceptions of School Reform and the DAIT Process

*Kyle Curtis Ruggles (University of California - San Diego)

Guarding and Supporting the Resources of the Commons: The Role of Linkages in District Reform Efforts

*Peggy Eileen Johnson (California State University - Northridge)

Understanding District Reform Through Professional Network Structures

*Alan J. Daly (University of California - San Diego), Jose Manuel Bolivar (University of California - San Diego)

Chair: Janet A. Chrispeels (University of California - San Diego)

Discussant: Thomas C. Hatch (Teachers College)

Discussant: Jennifer Walters (Escondido Union School District)

Abstract:

In response to increasing pressures to reach NCLB targets, school districts often adopt and enact multiple reform initiatives simultaneously. Although multiple pathways are needed to help all students meet standards, conflicting theories of action from these reforms may deplete administrators and teachers’ energy and time—leading to a tragedy of the commons. This interactive symposium will explore how one district is avoiding overload and managing diverse reform initiatives. A panel of practitioners/change agents will share the theory of action of three reforms and explore how each is influencing and interacting with the other. Then a panel of three researchers, exploring the reforms from multiple theories and research methods will share findings regarding how these reforms are unfolding and interacting.

Beyond Accountability: Making Data-Informed Decisionmaking Work Toward District Reform

SIG-Districts in Research and Reform

Scheduled Time: Tue, Apr 14 - 4:05pm - 5:35pm Building/Room: San Diego Marriott Hotel & Marina / Solana
Title Displayed in Event Calendar: Beyond Accountability: Making Data-Informed Decisionmaking Work Toward District Reform

Session Participants:

Data Use in the Context of District Leadership for Learning Improvement

*Michael S. Knapp (University of Washington)

Districts Supporting Data-Informed Decision Making

*Christine L. Padilla (SRI International), *Barbara M. Means (SRI International), Larry Gallagher (SRI International)

School Strategies for Using Data in the Absence of District Support

*Viki M. Young (SRI International), *Carlin Llorente (SRI International)

Anchoring District Reform to Continuous Data Use: The Case of Long Beach Unified School District

*Christine Dominquez (Long Beach Unified School District), *Jill Baker (Long Beach Unified School District)

Chair: Jeff Wayman (University of Texas - Austin)

Discussant: Katherine Conoly (Corpus Christi Independent School District)

Abstract:

The use of student data for education decision making has been fueled by NCLB legislation and spurred district personnel to explore methods for effective uses of this data. As the use of data has become more common, districts are also faced with the challenges of providing the necessary supports to establish effective data use at different levels of the system. Despite a growing research base, there is much work yet to be done in studying methods for efficient use of data throughout the district. This interactive symposium should provide practical knowledge to practitioners and researchers alike.

A Conversation With Terry Grier, Superintendent of San Diego Unified School District

SIG-Districts in Research and Reform

Scheduled Time: Tue, Apr 14 - 6:15pm - 7:45pm

Building/Room: San Diego Marriott Hotel & Marina / Columbia 3
Title Displayed in Event Calendar: A Conversation With Terry Grier, Superintendent of San Diego Unified School District

Session Participants:

Chair: Terry Grier (San Diego Unified School District)

Abstract:

Superintendent Grier will participate in a facilitated conversation about the future of school districts and the challenges of district wide reform. All AERA members are welcome to attend.

Wednesday, April 15

Pushing the Boundaries of District-University Relationships for Quality Leadership Preparation: Five Case Lessons

Scheduled Time: Wed, Apr 15 - 10:35am - 12:05pm

Building/Room: San Diego Convention Center / Room 17A
Title Displayed in Event Calendar: Pushing the Boundaries of District-University Relationships for Quality Leadership Preparation: Five Case Lessons

Session Participants:

Chair: Margaret Terry Orr (Bank Street College of Education)

Defining the Knowledge Base for Leadership Preparation

*Margaret Terry Orr (Bank Street College of Education), Jacob Easley II (Mercy College)

Creating a Bridge Within a Continuum of Leadership Development: Fort Wayne, Indiana

*Margaret E. Barber (Lehigh University), Tricia Browne-Ferrigno (University of Kentucky)

Complex Partnering: Boston, Massachusetts

*Brian T. Lord (Education Development Center, Inc.), Cheryl L. King (Education Development Center, Inc.)

Collaborating Amidst District Turbulence: St. Louis, Missouri

*Jacob Easley II (Mercy College), Carolyn J. Riehl (Teachers College, Columbia University)

Fitting Leadership Preparation Into High-Stakes District Reform: Providence, Rhode Island

*Michelle LaPointe (Regional Educational Laboratory Northeast and Islands - Education Development Center), Charlotte North (Education Development Center, Inc.)

Discussant: Tricia Browne-Ferrigno (University of Kentucky)

Abstract:

This proposed symposium addresses the relationship between university-based leadership preparation programs and school districts in developing school and district leaders who can effectively facilitate school improvement, especially in low-performing schools. The symposium will be organized around a case-based discussion of five relationship issues, drawn from five district-university case studies and exploring the challenging social/political contexts and supportive dynamics for these relationships to endure. These are: defining the knowledge-based in leadership preparation; bridging leadership development experiences post-preparation; collaborating amidst district turbulence; complex partnering; and fitting leadership preparation into high stakes district reform. The cross-case discussion explores the challenges and the possibilities for reframing future leadership preparation, particularly for high need educational communities.

A “Three-Legged Stool” of Education Reform: School District, Foundation, and University Collaboration

Scheduled Time: Wed, Apr 15 - 2:15pm - 3:45pm

Building/Room: Manchester Grand Hyatt / Manchester Ballroom - Section C
In Session: Educational Policy, Practice, Research: Schools and Society

Authors:

*Michelle B. Nayfack (University of Southern California)

*Cecilia Huynh Sam (University of Southern California)

*Priscilla Wohlstetter (University of Southern California)

Abstract:

Education reform implementation is no longer the sole purview of school districts or individual schools. A new paradigm is emerging in which reform efforts are implemented through collaboration among stakeholders with different assets, skills, and outlooks working toward a common goal. This paper explores the new roles of three stakeholders that traditionally operate independently—school districts, foundations, and universities—when they collaborate to implement reform initiatives. Borrowing from McGrath, Donovan, Schaier-Peleg and Buskirk’s (2005) collaboration framework, this paper explores the benefits of such collaboration. This research builds empirical knowledge on the outcomes of collaboration among distinct but complimentary stakeholders and also contributes to a more robust theoretical understanding of effective reform implementation strategies.

Thursday, April 16

School Autonomy Initiatives in Urban Districts: Design, Consequences, and Tensions

Scheduled Time: Thu, Apr 16 - 8:15am - 9:45am

Building/Room: San Diego Convention Center / Room 17A

Session Participants:

Learning From the Past: Assessing Current School Autonomy Initiatives Using Lessons From Site-Based Management Research

*Lydia Rainey (Center for Reinventing Public Education)

Zoned for Change: A Historical Case Study of the Los Angeles Unified School District's Belmont Zone of Choice

*Ramon Antonio Martinez (University of California - Los Angeles), Karen H. Quartz (University of California - Los Angeles)

Mandating Autonomy: Inside the New Decentralization in New York City Public Schools

*Joseph P. McDonald (New York University), Leslie Santee Siskin (New York University)

Managing Autonomy: The Participation of School District Central Offices in the Implementation of New, Small Autonomous Schools Initiatives*Meredith I. Honig (University of Washington)


Chair: Meredith I. Honig (University of Washington)
Discussant: Betty Malen (University of Maryland)

Abstract:

Recently, urban school districts nationwide have launched what some education policymakers characterize as an innovation in public educational governance: significant initiatives to increase school autonomy as a key strategy for leveraging educational improvement. What if anything distinguishes these autonomy initiatives from other previous efforts to rethink educational governance? How are these initiatives faring? This symposium’s papers draw on rich theoretical frameworks from various disciplines and empirical research findings to make sense of the design, consequences, and tensions of school autonomy as a strategy for improving schools, central offices, and district systems. Findings focus on Chicago, New York, Oakland, and Los Angeles.

Getting the Word Out or Reinventing the Wheel: Factors Shaping the Use of

Educational Research in School District Decision-Making

Scheduled Time: Thu, Apr 16 - 8:15am - 9:45am

Building/Room: San Diego Marriott Hotel & Marina / San Francisco

In Session: Bridging the Gap Between Research and Practice

Author:

*Elizabeth N. Farley-Ripple (University of Delaware)

Abstract:

The current educational policy climate places immense pressure on school districts to use evidence to inform their decisions in order to improve student learning. While a great deal of attention is paid to the use of student performance data to inform instruction, largely termed data-driven decision-making, there exists an enormous body of research produced to support educational decision-making. In spite of these resources, the field of education still recognizes a gap between research and practice. This paper addresses this gap using data from a case study of a small urban school district central office to explore the role of educational research in curricular and instructional decision-making and the factors that influence its use. Implications for research and practice are discussed.

Building District Capacity: Taking Instructional Improvement to Scale in High-Poverty Schools

Scheduled Time: Thu, Apr 16 - 10:35am - 12:05pm

Building/Room: San Diego Convention Center / Room 17A
In session: Scaling Up and Sustaining Educational Improvement Programs in 38 Schools in Six Districts in Five States

Authors:

Carol A. Barnes (University of Michigan), *Diane Massell (University of Michigan), Charles F. Vanover (University of Michigan)

Chair: James P. Spillane (Northwestern University)

Discussant: Cynthia E. Coburn (University of California - Berkeley)

Abstract:

This session uses findings from the case studies of the Study of Instructional Improvement (SII) to discuss one of the central issues in education policy and administration science: scaling up and sustaining externally designed improvement programs in high poverty schools. During the first half of the symposium we will discuss how the three improvement programs in our study influenced teachers’ and leaders’ work. Our discussion will focus on the design features and local resources (Cohen, Raudenbush, & Ball, 2003) that seemed to best support the work of school improvement in the classroom, the school, the district, and beyond. The second half of the symposium will be devoted to respondents’ critiques and dialogue with audience members about the possibilities for change.

Universities, Social Service Agencies, Early Care, Early Education Programs, and a School District Working Together to Improve Outcomes, PK-5: Formative Evaluation Results From Ready Schools Miami

Scheduled Time: Thu, Apr 16 - 10:35am - 12:05pm

Building/Room: San Diego Convention Center / Room 16B

Session Participants:

Chair: Diane W. Kyle (University of Louisville)

Understanding Ready Schools Miami

*Alyson J. Adams (University of Florida), *Dorene D. Ross (University of Florida)

Improving Quality in Early Care and Education Centers

*Abby Thorman (Thorman Strategy Group)

Working Toward Systems Change: District as Context

*Valtena Brown (Miami-Dade County Public School System)

Improving Quality in Elementary Schools With the Lastinger Center for Learning Model

*Philip Emery Poekert (University of Florida), *Magdalena Castaneda (University of Florida)

Early Evidence of Impact of Ready Schools Miami

*Marjorie E. Wechsler (SRI International), *Shari Golan (SRI International)

Discussant: Julia Coffman (Harvard Family Research Project)

Abstract:

Ready Schools Miami is a comprehensive, multi-organization collaboration designed is to build an early learning system for birth through elementary school to improve children’s well-being and academic success. The purpose of this symposium is to bring together various perspectives on the Ready Schools initiative to describe its underlying theory, analyze the factors that enable and impede implementation, and understand the effects it is having on ECE and elementary school learning environments. The symposium is framed by the evaluation design menu for systems initiatives developed by The Build Initiative. Participants include representatives of the various organizations involved in program development and external evaluation consultants who have just completed a year one evaluation.

Inside/Outside: How School Systems and Community Organizations Negotiate Partnerships for Reform

Scheduled Time: Thu, Apr 16 - 12:25pm - 1:55pm

Building/Room: San Diego Convention Center / Room 27A

Session Participants:

Community Organizing and District Collaborations: A Research Perspective

*Sara McAlister (Annenberg Institute for School Reform)

Hamilton County/Chattanooga Public Schools: Multiple Partnerships for Districtwide Reform

*Jesse Register (Annenberg Institute for School Reform)

Youth 4 Change: Bridging “Inside” and “Outside” Youth Engagement in Providence

*Adeola Oredola (Youth In Action)

Discussant: Richard Gray (Annenberg Institute for School Reform)

Chair: Sara McAlister (Annenberg Institute for School Reform)

Abstract:

A range of community organizations have taken on new roles in school reform, shifting from a peripheral role of outside advocates to become co-constructors of school and district practice. As community groups take on issues of curriculum, teacher quality, and school design, they have formed close partnerships with school systems that make careful negotiation of relationships important. While collaborations have enormous potential for transforming schools and districts, school systems and community organizations have different cultures and structures, are accountable to different constituencies, and are committed to separate sets of values. This panel will explore the ways organizations engaged in sustained collaborations with districts navigate these “insider” and “outsider” roles, and how districts relate to community partners and manage multiple collaborations.

Learning While Leading: Job-Embedded Professional Development for Central Office Leaders

Scheduled Time: Thu, Apr 16 - 4:05pm - 5:35pm

Building/Room: San Diego Convention Center / Room 16A

In Session: Professional Development for Principals

Author:

*Juli Anna Lorton (University of Washington)

Abstract:

Drawing upon sociocultural and cognitive perspectives of learning, this paper examines the professional development experiences of five school district leaders in a mid-sized urban district in the Pacific Northwest. Working alongside external consultants, these leaders participated in job-embedded professional development opportunities, including assistance in planning monthly principal meetings, side-by-side modeling during classroom walkthroughs and one-on-one mentoring sessions. This paper illustrates how leaders participated in a learning-while-leading cycle, which highlights dynamic linkages between thinking and practice over time. Learning for these leaders was not an individual activity, rather, it occurred in the midst of social interactions with fellow district-level leaders, school-based staff, and external consultants.

Research on the Superintendency SIG: Learning to Lead, Leading as a Living, Learning to Live

SIG-Research on the Superintendency

Scheduled Time: Thu, Apr 16 - 4:05pm - 5:35pm

Building/Room: Omni San Diego / Balboa 3

Session Participants:

Variations in Superintendent Preparation in Three Contiguous States

*Theodore J. Kowalski (University of Dayton)

Metaphors for the Superintendency: An Interpretive Review of Case Studies

*Gary M. Ivory (New Mexico State University), *Dana E. Christman (New Mexico State University), *Marivel Oropeza (New Mexico State University), *Biniam Kahsay Tesfamariam (New Mexico State University)

A District-Level Disciplined Inquiry Leadership Process for Building Innovative Capacity

*Thomas L. Alsbury (North Carolina State University), *Andy Overstreet (North Carolina State University), *La Tefy G. Schoen (North Carolina State University), Shayla Mina Thomas (North Carolina State University), Bonnie Carol Fusarelli (North Carolina State University), Matthew C. Militello (North Carolina State University)

Understanding and Reducing Stress in the Superintendency: Whose Responsibility Is It?

*Nita Hawk (Whiteman Airforce Base), Barbara N. Martin (University of Central Missouri), *Doug Thomas (University of Central Missouri)

Compass: A Survival Guide for Contemporary School Superintendents Based on Real-World Experiences

*Walter S. Polka (Niagara University), *Peter R. Litchka (Loyola College)

Chair: Meredith L. Mountford (Florida Atlantic University)

Discussant: Thomas L. Alsbury (North Carolina State University)

Discussant: Doug Thomas (University of Central Missouri)

Abstract:

This session shares research findings about effective preparation programs for school superintendents, lived experiences of school superintendents, and research on ways in which leaders can learn to diminish the stress of leading in an era of severely limited resources and an overabundance of state and federal mandates.

A Statewide Investigation of District Leaders’ Perceptions of Forces That Complicate Efforts to Succeed

Scheduled Time: Thu, Apr 16 - 4:05pm - 5:35pm

Building/Room: Manchester Grand Hyatt / Manchester Ballroom - Section A
In Session: Meeting the Expectations of Stakeholders: Leaders Under the Microscope

Authors:

*George J. Petersen (California State Polytechnic University, Pomona)

*Vicki Kelly (San Luis Obispo County Office of Education)

*Catherine Reimer (Bradley Union School District & San Lucas Union School District)

*Daniel Mosunich (Atascadero Unified School District)

*Debra Thompson (Kern High School District)

Abstract:

This study explored the perspectives of 370 district leaders, from various sized school districts located throughout California in relation to their ability to support student learning while simultaneously addressing numerous and complex personnel, social, and economic challenges faced by schools. Specifically, this study investigated the attitudes and opinions of district leaders regarding the professional challenges they are confronted with as a result of declining enrollment, increases in English Learner populations, collective bargaining, reduced revenues, school-board activism, and greater emphasis on accountability and academic achievement, as well as the influence of these factors on the professional work, attention and leadership of district leaders.

Districts With Emerging ELL Communities: Demographic Change and Capacity Building Challenges in Rural Districts

Scheduled Time: Thu, Apr 16 - 4:05pm - 5:35pm

Building/Room: San Diego Marriott Hotel & Marina / Newport Beach
In Session: Minority and Special Populations in Rural Education

Author:

*Annette M. Zehler (Center for Applied Linguistics)

Abstract:

District administrators in emerging English language learner (ELL) communities face challenges that require a comprehensive response if ELL students are to be able to succeed. Yet, as one administrator notes, “The main block is not knowing what to do. . . . The change has been so incredibly rapid.” These districts face three challenges: understanding ELL students, understanding how to respond to rising ELL enrollments, and adapting to the pace of change with often very limited resources, without local access to specialized expertise. Analyses of enrollment data in three states document the pace of change many rural districts experience, and interview data indicate stages in capacity- building that represent different perspectives and needs in serving ELL students.

Friday, April 17

Investing in Human Capital: A Strategy for Urban District Reform

Scheduled Time: Fri, Apr 17 - 2:15pm - 3:45pm

Building/Room: San Diego Convention Center / Room 15A
In Session: School Leadership and Improvement: Enhancing the Learning Context

Authors:

*Merrill Vargo (Springboard Schools)

*Louise Waters (Leadership Public Schools)

Abstract:

Research on urban district reform has been hampered by the challenge of understanding the complexity of change in urban school systems. Improving this understanding through actionable, practice-based research is the purpose of the Comprehensive Aligned Instructional System (CAIS) study. This two-year, in-depth study of four districts, which was conducted by the Stupski Foundation and Springboard Schools in partnership with the Gates Foundation, began with the hypothesis that achieving districts align both their instructional systems and their systems to support instruction around a powerful equity goal and a clear vision of teaching and learning. This paper summarizes study findings about change strategies, including strategies to change culture and to build human capital.