Clear all

5 results found

reorder grid_view

State Leadership Development Policies An Analysis of 50 States and Territories

January 1, 2017

State education systems to support leadership development have received relatively scant attention and resources, despite the demonstrated importance of leadership to school improvement. This need spurred the National Association of State Boards of Education (NASBE) to form a study group with its members and partner with the Consortium for Policy Research in Education (CPRE) to examine the problem from a state policy perspective; to offer a framework, guidance, and resources to help states develop and keep effective leaders; provide examples of practices for states; and share insights from partner organizations. The report, Successful Leaders for Successful Schools: Building and Maintaining a Quality Workforce, details findings that emerged from this work. As a companion piece to this work, State Leadership Development Policies -An Analysis of 50 States and Territories, presents a comprehensive picture of school leadership development policies across all 50 states and US territories. CPRE Researchers Bobbi Newman, Jonathan Supovitz, and Greg Collins, in collaboration with NASBE's Robert Hull and Stephen Prociw, produced an interactive report that seeks to operationalize the framework developed for state education agencies to improve the school leadership pipeline. Researchers interviewed state board members and staff members from state education agencies to learn about their states' school leadership development policies and practices. Data collection questions focused on identifying the organizational and individual supports that states have established. State Leadership Development Policies -An Analysis of 50 States and Territories provides a wealth of information for state leaders interested in learning about a sample of each state's policies and programs that support the school leadership pipeline.

The Role of the Common Core in the Gubernatorial Elections of 2014

November 1, 2014

After the Spring 2014 primaries, the Common Core State Standards were viewed as a political hot potato. As former Arkansas Governor Mike Huckabee said, "the Common Core has become toxic, I think it's radioactiveâŠIt has become an incredibly controversial topic on both the left and the right." Even so, the Common Core turned out to play a role in some of the governor's races in November 2014. In this analysis of candidate positions and the role of the Common Core across the 36 gubernatorial races of 2014, CPRE researchers Bobbi Newman, Jonathan Supovitz and Arial Smith used campaign websites, debate transcripts, State of the State addresses, Twitter accounts, and candidate interviews, to identify the positions of 62 of the 81 candidates (including 3rd party representatives). Our findings show that support for, and opposition to, the Common Core was pretty evenly split, mostly across party lines. Arguments in support of the Common Core tended to emphasize economic benefits, while opposition emphasized Federal intrusion and the importance of local control. In a few races, the Common Core became a substantial issue.

From the Inside In: An Examination of Common Core Knowledge & Communication in Schools

March 1, 2014

In this report, CPRE researchers explore how Common Core knowledge and influence are distributed inside of schools and how these configurations may help teachers to engage with the Common Core and influence their understanding and implementation. To do so, we used a mixed-method approach to examine knowledge and influence in eight schools, including five elementary schools and three middle schools. Our central method was a survey of knowledge and influence of all faculty members in a sample of eight schools. These data are supplemented with interview data from a purposeful sample of teachers and administrators in the eight schools. Sponsored by the General Electric Foundation, which also provides support to New York City through its Developing FuturesTM in Education Program, the Consortium for Policy Research in Education (CPRE) at the University of Pennsylvania has examined Common Core implementation in New York City in a series of studies. In 2013 CPRE released the findings of two investigations, one which described how the district constructed the 2011-12 Citywide Instructional Expectations (CIEs) for teachers, which were a small number of assignments for school faculties to complete during the school year to facilitate their engagement with the new Common Core (Supovitz, 2013). The second report examined how a diverse sample of 16 schools understood and implemented these CIEs and how their choices influenced their levels of engagement (Goldsworthy, Supovitz, & Riggan, 2013). A third report is a companion to the current report, focusing on teacher collaboration as a means of cultivating and transferring knowledge about the Common Core.

Evaluation of the GE Foundation-Supported Demonstration Schools Initiative in Milwaukee Public Schools, SY 2012-2013

December 1, 2013

The Milwaukee Public School district (MPS) Demonstration Schools Initiative provided intensive support to 10 MPS elementary and middle schools implementing the Common Core State Standards (CCSS) in mathematics and English language arts. This evaluation report was designed to answer two overarching questions: How did MPS implement the Demonstration Schools Initiative in Year One, and what factors shaped the implementation? Is there evidence of teachers' adoption of the instructional shifts associated with the CCSS? This evaluation found that teachers in the Demonstration Schools ended the 2012-2013 school year with significantly higher CCSS knowledge in both mathematics and English language arts than did teachers in the comparison schools.

Evaluation of the GE Foundation-Supported Coaching & Demonstration Schools Initiative in Erie Public Schools, SY 2012-2013

November 1, 2013

This evaluation report summarizes the evidence of the implementation and early impacts of the General Electric Foundation's (GEF) Demonstration Schools Initiative in the Erie Public School district (EPS) conducted by the Consortium for Policy Research in Education (CPRE) during the 2012-2013 school year. The Demonstration Schools Initiative provided intensive support to four schools (two elementary, one middle, and one high) implementing the Common Core State Standards (CCSS) in mathematics and English language arts. Concurrently during the 2012- 2013 school year, EPS also continued their implementation of another GEF-supported initiative -- the Coaching Initiative -- using a cadre of instructional coaches in mathematics, science, and ELA for the other schools in the district. In both the Coaching and Demonstration School Initiatives, instructional coaches are key agents of change. Their function is to target and customize the support needed at the building, grade, and teacher levels to shift teachers' understanding and practice to align to the CCSS. For the Demonstration Schools Initiative, coaches also focused much of their time trying to develop professional learning communities (PLCs) within their schools. This evaluation was designed to answer three overarching questions: Did teachers in the Demonstration Schools gain more knowledge of the CCSS as a result of their participation in the GEF-supported initiative? What were the impacts of the initiative for the teachers in the GEF- Foundation supported Demonstration Schools compared to the rest of the district? How did teachers perceive their respective coaches throughout the district?