Closing the Opportunity Gap: How Positive Outlier Districts in California Are Pursuing Equitable Access to Deeper Learning. Research Brief. 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. Research Brief. Positive Outliers Series
Quelle	(2019), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; School Districts; Achievement Gap; Academic Achievement; Minority Group Students; Educational Assessment; Evidence Based Practice; Social Emotional Learning; Family Involvement; Common Core State Standards; Program Implementation; Educational Improvement; Case Studies; Educational Policy; Capacity Building; Educational Quality; Equal Education; Elementary Secondary Education; California + Suchen Sie Ihr Suchwort? Bildungsreform; School district; Schulbezirk; Schulleistung; Education; assessment; Bewertungssystem; Common core curriculum; Curriculum; Kerncurriculum; Teaching improvement; Unterrichtsentwicklung; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Kalifornien
Abstract	This brief summarizes lessons from "positive outlier" districts in California that have excelled at helping African American, Latino/a, and White students achieve at high levels on new assessments of academic standards in English language arts and mathematics, after accounting for students' socioeconomic status. Drawing on case studies of seven of these districts, this brief describes common elements related to their districts' high performance: a shared vision that prioritizes learning for every child; instructionally engaged leaders; a strong and stable educator workforce; collaborative professional learning; a developmental approach to instructional change; curriculum and assessment focused on deeper learning; use of evidence to inform teaching and learning; systemic supports for students' academic, social, and emotional needs; and engagement of families and communities. [Additional funding from the Sandler Family Foundation. For the full report, see ED610874.] (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