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Assessing Learning-Centered Leadership: Connections to Research, Professional Standards, and Current Practices

March 1, 2007

Describes an assessment model designed to evaluate school leaders' performance. Unlike existing tools, this new system will assess both individuals and teams, and focuses specifically on instructional leadership and behaviors that improve learning.

Defining, Developing, and Using Curriculum Indicators

December 1, 2001

We begin with a brief review of the lessons learned in the Reform Up Close study, a Consortium for Policy Research in Education (CPRE) project funded by the National Science Foundation, then discuss the central issues involved in defining and measuring curriculum indicators, while noting how our approach has developed over the past 10 years (1992-2002). This is followed by a discussion about using curriculum indicators in school improvement, program evaluation, and informing policy decisions.

Upgrading High School Math: A Look at Three Transition Courses

September 1, 1995

This issue of CPRE Policy Briefs focuses on the nature of instruction in transition math courses, the consequences of student placement in the new transition courses, and the linkages among course type, course content, and student achievement. The findings presented here are based on both qualitative and quantitative data gathered from seven high school across four districts in two states. We studied transition math courses in seven high schools in San Diego and San Francisco in California and in Buffalo and Rochester in New York. We chose schools that had high percentages of minority and low-income students, because the problem of dead-end classes for low-achieving students is most sever in such schools. The transition math courses were initiated as early as 10 years ago in Rochester, New York schools, and 3 to 5 years ago in California schools.

Reform of High School Mathematics and Science and Opportunity to Learn

September 1, 1994

This brief concerns the nature of the high school mathematics and science curriculum in the United States. It draws from a large study which documented instructional practices and content using novel methodologies. This research approach is a promising step toward the development of indicators of opportunity to learn. The study also provides encouraging news about the effects of increased standards in math and science - they did not result in a watering down of the curriculum. However, practice in the schools studied is a far cry from the ambitious goals for math and science instruction now being developed by the profession.