Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress

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Autor/inn/en	Casserly, Michael; Price-Baugh, Ricki; Corcoran, Amanda; Lewis, Sharon; Uzzell, Renata; Simon, Candace; Heppen, Jessica; Leinwand, Steve; Salinger, Terry; de Mello, Victor Bandeira; Dogan, Enis; Novotny, Laura
Institution	Council of the Great City Schools; American Institutes for Research
Titel	Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress
Quelle	(2011), (400 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Urban Schools; School Districts; Public Schools; National Competency Tests; Achievement Gains; Educational Trends; Reading Achievement; Mathematics Achievement; Science Achievement; Educational Improvement; Case Studies; State Standards; Academic Standards; Alignment (Education); Educational Practices; Grade 4; Grade 8; African American Students; Hispanic American Students; Asian American Students; White Students; Low Income Groups; Limited English Speaking; Special Education; Elementary School Students; Middle School Students; Leadership; Educational Change; Goal Orientation; Accountability; Curriculum; Teacher Effectiveness; Faculty Development; Educational Assessment; Data; California; District of Columbia; Florida; Georgia; Illinois; Kentucky; Maryland; Massachusetts; Michigan; New York; North Carolina; Ohio; Pennsylvania; Texas; Wisconsin; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Public school; Öffentliche Schule; Achievement gain; Leistungssteigerung; Bildungsentwicklung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Bildungspraxis; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Special needs education; Sonderpädagogik; Sonderschulwesen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Führung; Führungsposition; Bildungsreform; Zielorientierung; Zielvorstellung; Verantwortung; Curricula; Lehrplan; Rahmenplan; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Education; assessment; Bewertungssystem; Daten; Kalifornien; Master-Studiengang
Abstract	This report summarizes preliminary and exploratory research conducted by the Council of the Great City Schools and the American Institutes for Research on urban school systems participating in the Trial Urban District Assessment (TUDA) of the National Assessment of Educational Progress (NAEP). The study is one of the first large-scale analyses of urban NAEP trends, and the first to examine local instructional and organizational practices alongside changes in NAEP scale scores in the participating cities. This report is also preliminary in the sense that it attempts to lay out a framework for how NAEP data on the TUDA districts might be analyzed in the future as the number of participating cities grows and the amount of data expands. The purpose of this project was to identify urban school systems that are making academic progress and to examine possible factors in their improvement. The overarching goal was to identify variables that might be contributing to improvement in urban education across the nation and to explore what might be needed to accelerate those gains. The report also discusses broad lessons for the implementation of the common core state standards. This report wraps up with a short list of recommendations to urban school districts about what they might put into place based on the findings of this report and a set of conclusions about next steps. Appended are: (1) How NAEP Is Administered; (2) District Demographics, NAEP Trends, Funding, and Teachers; (3) NAEP Analysis Methodology; (4) Alignment Analysis Methodology; (5) Case Study Methodology and Protocol; (6) Atlanta Case Study; (7) Boston Case Study; (8) Charlotte-Mecklenburg Case Study; (9) Individuals Interviewed on Site Visits and Materials Reviewed; and (10) Research Advisory Panel and Research Team. Individual sections contain footnotes. (Contains 101 footnotes, 141 tables, and 30 figures.) [For related reports, see "Addendum to Pieces of the Puzzle: Recent Performance Trends of Urban Districts--A Closer Look at 2009 NAEP Results" (ED528219); and "Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress. Abstract" (ED528222).] (ERIC).
Anmerkungen	Council of the Great City Schools. 1301 Pennsylvania Avenue NW Suite 702, Washington, DC 20004. Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10