Needles in a Haystack: Lessons from Ohio's High-Performing, High-Need Urban Schools

Autor/inn/en	Suffren, Quentin; Wallace, Teodore J.
Institution	Thomas B. Fordham Institute
Titel	Needles in a Haystack: Lessons from Ohio's High-Performing, High-Need Urban Schools
Quelle	(2010), (88 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Urban Schools; Public Schools; Charter Schools; Magnet Schools; Profiles; School Effectiveness; Institutional Characteristics; School Administration; School Choice; Faculty Mobility; Teacher Recruitment; Teamwork; Discipline Policy; Teacher Characteristics; Administrator Characteristics; Leadership; Parent School Relationship; Accountability; Student Mobility; Attendance; Suspension; School Demography; Ohio + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Charter school; Charter-Schule; Charakterisierung; Profilanalyse; Schuleffizienz; Choice of school; Schulwahl; Lehrerrekrutierung; Disziplinarmaßnahme; Führung; Führungsposition; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung; Verantwortung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Anwesenheit; Ausschluss; Schulausschluss; Schulbesuchsrate
Abstract	For too long, youngsters in Ohio's major cities have been ill-served and ill-educated by their public schools. In the 2008-09 school year, almost half of these quarter million students--in district and charter schools alike--attended schools rated "D" or "F" by the state. Yet this bleak picture has some bright spots--schools with challenging pupil populations that beat the odds and show real and persistent academic achievement. Such schools are few, but they are worth finding, highlighting, and scouring for lessons. By understanding what makes these rare "Needles in a Haystack" schools successful, lawmakers, educators, and district leaders become better able to shape policies and practices that will create the conditions for more such schools. The findings and lessons reported in this paper are gleaned from the study of eight high-performing, high-need urban public schools across Ohio: (1) Citizens' Academy, charter school, Cleveland; (2) College Hill Fundamental Academy, magnet school, Cincinnati Public Schools; (3) Duxberry Park Arts IMPACT Alternative Elementary School, magnet school, Columbus City Schools; (4) Horizon Science Academy--Cleveland Middle School, charter school; (5) King Elementary School, Akron Public Schools; (6) Louisa May Alcott Elementary School, Cleveland Metropolitan Schools; (7) McGregor Elementary School, Canton City Schools; and (8) Valleyview Elementary School, Columbus City Schools. Appendices include: (1) School-selection methodology; (2) Researcher biographies; (3) Student demographics of Needles schools, 2008-09; (4) Student mobility, attendance, and out-of-school suspension rates at Needles schools, 2008-09; and (5) Teacher-related variables at Needles schools, 2008-09. (Contains 16 endnotes.) [Funding for this paper was provided by Ohio Grantmakers Forum.] (ERIC).
Anmerkungen	Thomas B. Fordham Foundation & Institute. 1701 K Street NW Suite 1000, Washington, DC 20006. Tel: 202-223-5452; Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.fordhaminstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10