Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series

Autor/inn/en	Burns, Dion; Darling-Hammond, Linda; Scott, Caitlin
Institution	Learning Policy Institute
Titel	Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Positive Outliers Series
Quelle	(2019), (112 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; School Districts; Achievement Gap; Common Core State Standards; Racial Differences; Academic Achievement; Equal Education; Program Implementation; Educational Improvement; Case Studies; Minority Group Students; Graduation Rate; Suspension; Models; Faculty Mobility; Teacher Effectiveness; Teacher Selection; Teacher Persistence; Educational Assessment; Evidence Based Practice; Accountability; Social Emotional Learning; Response to Intervention; Family Involvement; Capacity Building; Access to Education; Community Involvement; Educational Policy; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Bildungsreform; School district; Schulbezirk; Common core curriculum; Curriculum; Kerncurriculum; Rassenunterschied; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Ausschluss; Schulausschluss; Analogiemodell; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Education; assessment; Bewertungssystem; Verantwortung; Access; Bildung; Zugang; Bildungszugang; Politics of education; Bildungspolitik; Kalifornien
Abstract	U.S. education has experienced many waves of reform in responding to rapid changes in knowledge, technologies, and the economy. It is now widely accepted that, to succeed in the future, all young people must have the opportunity to develop critical thinking, problem-solving, collaboration, and communication competencies--often referred to as "deeper learning" skills. These opportunities can no longer be the purview of the privileged few. At the same time, disparities in students' learning opportunities present a persistent problem. Substantial opportunity and achievement gaps remain between students of color and their White counterparts and between the growing number of students living in poverty and their affluent peers. The adoption of the Common Core State Standards (CCSS), and other high-quality state and district standards across the nation, attests to the widespread agreement that all children should develop these essential skills. These new standards typically shift teaching from activities such as memorization and computation to the analytic and inquiry skills that undergird deeper learning. Fortunately, many schools and districts are rising to this challenge. This study examines a set of seven "positive outlier" districts in California in which students across racial/ethnic groups are consistently outperforming students of similar racial/ethnic backgrounds from families of similar income and education levels in most other California districts. In addition, these districts are achieving more equitable opportunities and outcomes across a range of measures. This cross-case study consolidates lessons learned from these seven districts in California during the early implementation of new standards in California. [Written with Taylor Allbright, Desiree Carver-Thomas, Eupha Jeanne Daramola, Jane L. David, Laura E. Hernández, Kate E. Kennedy, Julie A. Marsh, Crystal A. Moore, Anne Podolsky, Patrick M. Shields, and Joan E. Talbert. Additional funding from the Sandler Family Foundation. For the research brief, see ED610876.] (ERIC).
Anmerkungen	Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01