A Focused Look at Rural Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2014-4013

Autor/inn/en	Rosenberg, Linda; Christianson, Megan Davis; Angus, Megan Hague; Rosenthal, Emily
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	A Focused Look at Rural Schools Receiving School Improvement Grants. NCEE Evaluation Brief. NCEE 2014-4013
Quelle	(2014), (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	School Turnaround; Case Studies; Grants; Educational Improvement; Longitudinal Studies; Rural Areas; Rural Schools; Context Effect; Parent Participation; Teacher Persistence; Teacher Recruitment; Teacher Surveys; Population Distribution; Transportation; Teacher Student Ratio; Faculty Development; Fringe Benefits; Merit Pay; Teachers + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Grant; Finanzielle Beihilfe; Teaching improvement; Unterrichtsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Elternmitwirkung; Lehrerrekrutierung; Demographical distribution; Bevölkerungsverteilung; Verkehrswesen; Lehrer-Schüler-Relation; Sozialabgaben; Leistungszulage; Lehrer; Lehrerin; Lehrende
Abstract	The Study of School Turnaround is a set of case studies of the school improvement process in a purposive sample of 35 schools receiving federal funds through the School Improvement Grants (SIG) program over a three-year period (school years 2010-11 to 2012-13). This evaluation brief focuses on the nine SIG schools that were in rural areas and how respondents in these schools perceived their rural context to influence specific turnaround activities. Key findings that emerged from the rural case study data collected in spring 2012 include: (1) Although rural SIG schools reported some challenges that nonrural SIG schools have also reported, such as low student motivation and staff morale, the rural schools reported additional challenges resulting from their schools' remote locations and large catchment areas. For example, respondents reported that these rural characteristics affected the recruitment or retention of teachers and, to a lesser extent, parents' involvement in the schools. (2) School and district administrators in eight of the nine schools suggested that long teacher commutes or isolated communities posed challenges to recruiting or retaining teachers. To counter these challenges, respondents in two schools reported offering direct support for teacher commutes (for example, gas stipends or vans), and respondents in three schools reported offering signing bonuses to incoming teachers. (3) School and district administrators and teaching staff in the nine schools mentioned multiple factors limiting parent involvement in school-based activities. Respondents from five schools perceived that a lack of access to transportation limited parent involvement, whereas respondents from three schools noted that the distance between schools and parents' homes was a contributing factor. Four schools focused on hiring or expanding the role of parent liaisons to increase parent involvement. Appended are: (1) Data Collection and Analytic Methods; (2) Analytic Approach for Categorizing Rural Schools; (3) Percentage of Teachers, by School, Who Reported the Following Challenges as "Moderate or Major" Challenges to Improving Students' Performance; and (4) Analytic Approach for Assessing School Focus on Increasing Parents' Involvement. (As Provided).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10