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A Plan for Evaluating the District of Columbia's Public by National Research Council, Division of Behavioral and Social

By National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools

"The District of Columbia (DC) has struggled for many years to enhance its public schooling method. In 2007 the DC govt made a daring switch within the means it governs public schooling with the aim of shaking up the approach and bringing new power to efforts to enhance results for college kids. the general public schooling Reform modification Act (PERAA) shifted keep watch over of the city's public faculties from an elected university board to the mayor, constructed a brand new nation division of schooling, created the placement of chancellor, and made different major administration adjustments. A Plan for comparing the District of Columbia's Public faculties bargains a framework for comparing the results of PERAA on DC's public faculties. The ebook recommends an review application that features a systematic every year public reporting of key facts in addition to in-depth reports of high-priority concerns together with: caliber of academics, principals, and different group of workers; caliber of school room educating and studying; capability to serve susceptible little ones and early life; advertising of family members and group engagement; and caliber and fairness of operations, administration, and amenities. As a part of the overview software, the Mayor's workplace may still produce an annual report back to town at the prestige of the general public colleges, together with an research of developments and the entire underlying info. A Plan for comparing the District of Columbia's Public faculties means that D.C. interact neighborhood universities, philanthropic agencies, and different associations to strengthen and maintain an infrastructure for ongoing learn and assessment of its public faculties. Any potent evaluate software has to be self reliant of faculty and town leaders and attentive to the wishes of all stakeholders. also, its learn should still meet the top criteria for technical quality."--Publisher's description.

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Additional info for A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence

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P. ). Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. No Child Left Behind Act of 2001. S. Congress House Committee on Education and the Workforce. R. L. 107-110, 107th Congress. (2001). S. (1993). Systemic reform and educational opportunity. H. ), Designing Coherent Education Policy: Improving the System (pp. 250312). San Francisco: Jossey-Bass. F. (2005). Teachers, schools, and academic achievement.

Wenglinsky, H. (2000). How Teaching Matters: Bringing the Classroom Back into Discussions of Teacher Quality. Princeton, NJ: Educational Testing Service. Zavadsky, H. (2009). Bringing School Reform to Scale: Five Award-Winning Urban Districts. Cambridge, MA: Harvard Education Press. S. Congress; and (4) the school district’s legacy of limited administrative capacity. A HISTORY OF REFORM AND CRITICISM PERAA is the latest in a long line of changes in the way the DC Public School (DCPS) system is governed.

As Risen (2008, p. 82) notes of this period: Like many urban districts, Washington thrived because it could rely on a class of educators—in this case, African Americans—who were mostly kept out of other professions. But as barriers eroded in the 1950s and 1960s, experienced black teachers began leaving for better opportunities. After the 1954 Brown decision, Washington differed from other southern school districts in its quick and positive response: only 8 days after the ruling, the appointed school board adopted a desegregation policy.

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