Description based on online resource; title from PDF cover; (viewed May 2013), Includes an instructions and scoring sheet as well as the following checklists: Parent/Community Involvement, Discipline Policy, School Climate, School Crime and Violence Reporting/Monitoring, School Safety and Security, Crisis Management, At-Risk Student Assessment and Referral, Student Resources, Information Sharing., Mode of access: World Wide Web.
Description based on online resource; title from PDF caption; (viewed May 2013), 'Periodically updated. Last modified 7/09.", Mode of access: World Wide Web.
This policy brief explores the intersection of school choice and accountability. Based on a review of research since 1970, we first develop a typology of four distinct models of accountability: bureaucratic, performance, market and professional. We both define these and demonstrate how they are embedded in the school choice movement. Second, we examine several school choice options--vouchers and tax credits, charter schools, virtual/cyber schools, home schools and inter- and intradistrict choice--and detail the varied accountability systems inherent in each. Third, we explore the impact of school choice programs on the accountability of traditional district schools. Finally, we provide four practical recommendations for policymakers and other interested parties., Gregg Garn, Casey Cobb., "March 2008.", Includes bibliographical references (pages 17-20), Online resource; title from PDF cover (viewed July 2022)
Research findings suggest choice schools and programs are as segregated, and in some instances, more segregated by race and socioeconomic status (SES) than the other schools in their local community. Moreover, many forms of choice also segregate students by ability and achievement levels. The ways that school choice options are designed and implemented result in very little desegregation. The exceptions to this generalization are intradistrict full magnet programs that operate under conditions of controlled choice, interdistrict desegregation plans, and some secular private schools., Roslyn Arlin Mickelson, Martha Bottia, Stephanie Southworth., "March 2008.", Includes bibliographical references (page 23-32), Online resource; title from PDF cover (viewed July 2022)
Description based on online resource; title from PDF caption; (viewed May 2013), "June 2010.", Includes bibliographical references., Mode of access: World Wide Web.
This brief investigates whether closing schools and transferring students for the purpose of remedying low performance is an option educational decision makers should pursue. The logic of closing schools in response to low student performance goes like this: By closing low-performing schools and sending students to better-performing ones, student achievement will improve. The threat of closure may motivate low-performing schools (and their districts) to improve in order to preempt school closures. The relatively limited evidence base suggests that school closures are not a promising strategy for remedying low student performance., Gail L. Sunderman, Erin Coghlan, Rick Mintrop., "May 2017.", Includes bibliographical references, (pages 15-19)., Online resource; title from PDF cover (viewed July 2022)
A summary of the larger report "Discipline Policies, Successful Schools, and Racial Justice." Each year, more than 3.25 million K-12 students are suspended at least once. African American students are suspended three times as often as white students.Hispanic students and Native American students are also suspended at higher rates than white students. This paper presents the facts about the following myths: (1) Suspending disruptive students is necessary to make sure well-behaved students can learn; (2) Teachers need to suspend students to maintain order and safety; (3) Rising suspension rates are a necessary response to increasing school violence; (4) Students of color are suspended at higher rates because they misbehave more often; (5) Suspensions are necessary to deter future infractions; and (6) Suspensions will get parents' attention and help curb misbehavior., Daniel J. Losen., "NEPC discipline resource sheet."
This brief offers model legislation to govern the financing of publicly funded Online Education and Virtual Schooling (OE/VS)., Justin Bathon, Bruce D. Baker., "October 2013.", Includes bibliographical references (page 12)., Online resource; title from PDF cover (viewed July 2022)
The U.S. test-based accountability model holds schools and teachers accountable for student outcomes with little attention to school improvement processes. Many other countries enact more school-centered accountability efforts, such as school self-evaluation followed by inspection (SSE/I) to examine school quality, as in similar systems in England, Wales, Northern Ireland, and the Netherlands. Accountability models from other countries cannot be naively imported to the U.S. given the vital distinctions in socio political contexts. That being said, a look at some of the purposes or principles behind SSE/I--especially its emphasis on quality improvement--can nevertheless inform efforts to redesign and improve the U.S. accountability model. The purpose of this brief is to take just such a look at this model., "November 2013.", Includes bibliographical references, (pages 15-22)., Online resource; title from PDF cover (viewed July 2022)
