ed-polliwog

Bibliography for our data study for Getting Down to Facts

Armstrong, J. & Anthes, K. (2001, November).  How data can help [Electronic version].    

         American School Board Journal, 188(11), 38-41.

Benadom, Erika (2005, January/February). How ‘smart data’ helps English

          learners [Electronic version].  Leadership, 26-27.

Celio, M.B. & Harvey, J. (2005, January).  Buried treasure: Developing a management

        guide from mountains of school data.

Seattle

: 

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of

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, Center on

Reinventing Public Education. Retrieved from http://www.wallacefoundation.org/NR/rdonlyres/FD8C137C-EF16-41B3-A13F-B375BF3DB3EB/0/Buried_Treasure.pdf

Cromey, A. (2000).  Using student data: What can we learn from schools?

Dougherty, C. (2003). Nine essential elements of statewide data-collection

          systems.  Retrieved February 6, 2006, from the Education Commission of

          the States web site: http://ecs.org/clearinghouse/45/87/4587.pdf.

Duffy, F.M. (2004, Summer). The destination of three paths: Improved student, faculty

          and staff, and system learning [Electronic version].  The Educational Forum, 68,

          313-324.

Golden, M. (2005).  Making strides with educational data [Electronic version]. T.H.E.

         Journal, 32 (12), 38-40.

Farnsworth, C. (2002, April).  Data collection and use in schools.  Retrieved February 8,

         2006 from the Pacific Resources for Education and Learning web site:

         http://www.prel.org/products/fa_/data-collection.pdf.

Halverson, R., Prichett, R., Grigg, J., & Thomas, C. (2005).  The new   

         instructional leadership: Creating data-driven instructional systems in schools

         (WCER Working Paper No 2005-09)

Madison

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University of Wisconsin

,

Wisconsin

   

         Center for Education Research.  Retrieved from    

         http://www.wcer.wisc.edu/publications/workingpaper/paper/Working Paper No

         2005 9.pdf 

Hamilton, L.S. (2002).  Benefits of a statewide student identifier system for

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RAND

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         www.rand.org/pubs/testimonies/CT197.

Heritage, M., Lee, J., Chen, E., LaTorre, D. (2005).  Upgrading 

America

's Use of  

         Information to Improve Student Performance. CSE Report 661 [Electronic

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         Testing (CRESST).

Ingram, D., Louis, K.S., & Schroeder, R.G. (2004). Accountability policies and teacher   

         decision making: Barriers to the use of data to improve practice

         [Electronic version]. Teachers College Record 106 (6), 1258-1287. 

The James Irvine Foundation, http://www.irvine.org/evaluation/program.shtml.

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         34 (2), 28-29, 35.

Khanna, R., Trousdale, D., Penuel, W.R. & Kell, J. (1999, April). Supporting data use

         among administrators: Results from a data planning model. Paper presented at the

         Annual Meeting of the American Educational Research Association,

Montreal

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Kim, J.S. & Sunderman, G.L. (2005, November).  Measuring academic proficiency under    

         the No Child Left Behind Act: Implications for educational equity [Electronic

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         59(11), 6-7, 9-10, 12, 14-15.

Love, N. (2004).  Taking data to new depth [Electronic version].  Journal of Staff

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Mac Iver, M.A. & Farley, E. (2003).  The role of the central office in improving

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         district customizes its own process for generating detailed information about

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         improvement through analysis of student data (Rep. No. 67).

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A Conversation with Jim Hollis

This is a Conversation with Sacramento's Capital Public Radio show Insite, about the state of California schools.

Download data_hollis_interview.m4a

Budgetary Shock and Awe

Over the past several months, The Governor has threatened to slash the education budget. Whether political fare fair or sober fiscal tea leaf reading, it has severely spooked superintendents all over the state. Not only do they now face the constant ranker of late budget woes, now those woes are exacerbated by across the board cuts. I have had numerous discussions with school leaders throughout the California and this currently is their greatest challenge. To help them meet this challenge, I have identified some of the most flexible categorical with respect to resource allocation.  For more information on resource allocation training contact me.

Improving Struggling Schools

The fact that just 2% of schools are chronic underperformers [missing annual targets for five or more years] does not seem wildly overstated. Half of those are minority students of which only half graduate from high school on time. The Bush administrations budget provides nearly $500 million to help all chronic underperforming students with school improvement grants but not much on disseminating the word or building consensus around implementation and adoption.  How are those monies going to be spent in the next 18 months? Good question. Some believe its virtual money and will never go into programs to improve schools .It raises an interesting question. What if they through war and nobody came?

Title I funding for high-poverty schools is said to be an increase of $406 million. But the accounts remains unspent. The budget is said to have  more than doubled the size for the Teacher Incentive Fund by providing $200 million to attract our most effective teachers to work in our neediest schools and reward them for results. Yet scores remain dismal in inner city schools.

The big secret in public schools is that it's the poor schools who really get the money and then lose funding as their test scores increase. One might ask, what then becomes the real motivation for success?

New Study Documents the State of Rural Schools

"Why Rural Matters 2007" from the Rural School and Community Trust, analyzes the importance of rural education in each of the 50 states and calls attention to the urgency with which policymakers should address rural issues.  Overall enrollment in rural schools is up by 15% -- reversing years of declines -- and there has been a 55% increase in rural minority students, with some states experiencing increases of more than 100%.

While only  7% of California's students attend rural schools, it still constitutes one of the largest rural populations in the country.