Schools on Notice. A Policy Study of New York State's 1996-1997 Schools under Registration Review Process. Final Report to the New York State Education Department.

Autor/inn/en	Ascher, Carol; Ikeda, Ken; Fruchter, Norm
Institution	New York Univ., NY. Inst. for Education and Social Policy.
Titel	Schools on Notice. A Policy Study of New York State's 1996-1997 Schools under Registration Review Process. Final Report to the New York State Education Department.
Quelle	(1998), (118 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Academic Achievement; Elementary Secondary Education; Identification; Low Achievement; State Legislation; State Regulation; State School District Relationship; Supervision; Tables (Data); New York + Suchen Sie Ihr Suchwort? Schulleistung; Identifikation; Identifizierung; Unterdurchschnittliche Leistung; Landesrecht; Staatliche Lenkung; Staatliches Schulamt; Tabelle
Abstract	In 1996, the Institute for Education and Social Policy at New York University began a 2-year policy study for the State Education Department (SED) of its Schools under Registration Review (SURR) process. The SED identifies and supports New York's low-performing schools for up to 3 years. Then schools that improve are removed from the SURR list, and those that do not are closed or redesigned. The first year of the policy study focused on the effectiveness of SED identification and registration, the capacity of the registration review to identify problems of teaching and learning, and the effectiveness of support to SURR schools. Data were gathered through site visits to 11 schools, document review, and surveys completed by principals and teachers in schools recently undergoing review and schools on the SURR list. Examination of the three areas of study disclosed a number of problems, but four particular areas of tension were identified, and strategies were proposed to deal with each of the four: (1) uniformity versus diversity; (2) performance versus monitoring; (3) standards-setting versus intervention; and (4) capacity-building versus compliance. Analysis suggests that there is a large group of low-performing schools that are not yet designated as SURR. To prevent achievement in those schools from dropping to unacceptable levels, state and local improvement efforts should also be targeted at these schools. (Contains 12 tables, 4 graphs, 5 maps, and 99 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC