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  • English  (7)
  • Rand Education 〈Institute〉  (7)
  • Santa Monica, CA : RAND  (7)
  • United States  (7)
  • HISTORY ; Military ; Other
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  • English  (7)
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  • 1
    ISBN: 9780833087256 , 0833089609 , 0833087258 , 9780833089601
    Language: English
    Pages: 1 Online-Ressource (xxi, 106 pages)
    Parallel Title: Print version Steele, Jennifer L Competency-based education in three pilot programs
    Keywords: Competency-based education ; Educational evaluation ; Competency-based education ; Educational evaluation ; United States ; Education ; Educational evaluation ; Education, Special Topics ; EDUCATION ; Evaluation & Assessment ; Social Sciences ; Competency-based education ; Electronic books
    Abstract: In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards credit for evidence of learning, not for the time students spend studying a subject. The Foundation asked RAND to evaluate these efforts in terms of implementation, students' experiences, and student performance. This report presents final results from that evaluation, offering an overview of competency-based education and the Project Mastery grant projects and describing the implementation of competency-based educational features under each project. The report concludes with six lessons for policy, partnerships, and practice
    Note: "Prepared for the Bill & Melinda Gates Foundation , "RAND Education , Includes bibliographical references (pages 103-106)
    URL: Volltext  (kostenfrei)
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  • 2
    ISBN: 9780833082176 , 0833082175
    Language: English
    Pages: 1 Online-Ressource (12 pages)
    Keywords: Educational leadership ; School principals ; School management and organization ; Educational leadership ; School principals ; School management and organization ; Educational leadership ; School principals ; United States ; EDUCATION ; Evaluation & Assessment ; School management and organization ; Electronic books
    Abstract: Principals can influence student achievement in a number of ways--monitoring instruction; evaluating teachers; hiring, developing, and retaining school staff; maintaining student discipline; managing the school budget; establishing a school culture; and engaging with the community. While principals' skills in these areas are important, skills alone are not enough to ensure that they will be effective school leaders. This is because school and district contexts--which include school and district characteristics, practices, and policies--set the stage for principals' performance and strongly influence their effectiveness. In this report, RAND researchers provide guidance to state and district decisionmakers and others who manage school systems, focusing on four areas that research has identified as particularly influential in supporting principal effectiveness: placement in the school, evaluation, autonomy, and resources. We highlight how actions in these areas can create conditions in the school and district that foster principal success
    Note: "RAND Corporation , Includes bibliographical references , Title from title screen (viewed on October 18, 2013)
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  • 3
    ISBN: 9780833050168 , 0833050354 , 9781282940437 , 1282940430 , 9780833050359 , 0833050168
    Language: English
    Pages: 1 Online-Ressource (xii, 37 pages)
    Series Statement: Rand Corporation monograph series
    Parallel Title: Print version Toward a culture of consequences
    Keywords: Performance Management ; Organizational effectiveness ; Government accountability ; Performance ; Organizational effectiveness ; Government accountability ; POLITICAL SCIENCE ; Public Affairs & Administration ; EDUCATION ; Educational Policy & Reform ; General ; Government accountability ; Organizational effectiveness ; Performance ; Management ; Government - U.S ; Law, Politics & Government ; Political Institutions & Public Administration - U.S., General ; United States ; Electronic books
    Abstract: Performance-based accountability systems (PBASs), which link incentives to measured performance as a means of improving services to the public, have gained popularity. While PBASs can vary widely across sectors, they share three main components: goals, incentives, and measures. Research suggests that PBASs influence provider behaviors, but little is known about PBAS effectiveness at achieving their performance goals or about government and agency experiences. This document summarizes a study that examined nine PBASs in five sectors: child care, education, health care, public health emergency preparedness, and transportation. In the right circumstances, a PBAS can be an effective strategy for improving service delivery. Optimum circumstances include having a widely shared goal, unambiguous observable measures, meaningful incentives for those with control over the relevant inputs and processes, few competing interests, and adequate resources to design, implement, and operate the PBAS. However, these conditions are rarely fully realized, so it is difficult to design and implement PBASs that are uniformly effective. PBASs represent a promising policy option for improving the quality of service-delivery activities in many contexts. The evidence supports continued experimentation with and adoption of this approach in appropriate circumstances. Even so, PBAS design and its prospects for success depend on the context in which it will operate. Also, ongoing system evaluation and monitoring are integral components of a PBAS; they inform refinements that improve system functioning over time
    Abstract: Cover; Title Page; Copyright; Preface; Contents; Table; Acknowledgments; Abbreviations; Executive Summary; Research Approach; Findings; Decision to Adopt a Performance-Based Accountability System Is Shaped by Political, Historical, and Cultural Contexts; Selection of Incentive Structures Has Proven Challenging; Design of Performance Measures Requires a Balance Among Competing Priorities; Successful Implementation Must Overcome Many Potential Pitfalls; Evidence of System Effectiveness Is Limited and Leads to Varying Conclusions by Sector; Recommendations for System Developers
    Abstract: Performance-based accountability systems (PBASs), which link incentives to measured performance as a means of improving services to the public, have gained popularity. While PBASs can vary widely across sectors, they share three main components: goals, incentives, and measures. Research suggests that PBASs influence provider behaviors, but little is known about PBAS effectiveness at achieving their performance goals or about government and agency experiences. This document summarizes a study that examined nine PBASs in five sectors: child care, education, health care, public health emergency preparedness, and transportation. In the right circumstances, a PBAS can be an effective strategy for improving service delivery. Optimum circumstances include having a widely shared goal, unambiguous observable measures, meaningful incentives for those with control over the relevant inputs and processes, few competing interests, and adequate resources to design, implement, and operate the PBAS. However, these conditions are rarely fully realized, so it is difficult to design and implement PBASs that are uniformly effective. PBASs represent a promising policy option for improving the quality of service-delivery activities in many contexts. The evidence supports continued experimentation with and adoption of this approach in appropriate circumstances. Even so, PBAS design and its prospects for success depend on the context in which it will operate. Also, ongoing system evaluation and monitoring are integral components of a PBAS; they inform refinements that improve system functioning over time
    Note: Includes bibliographical references
    URL: Volltext  (kostenfrei)
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  • 4
    ISBN: 9780833050496 , 0833051024 , 0833050494 , 9780833051028
    Language: English
    Pages: 1 Online-Ressource (xxii, 90 pages)
    Parallel Title: Print version Hours of opportunity Volume 2, The power of data to improve after-school programs citywide
    Keywords: After-school programs Case studies ; School improvement programs Case studies ; After-school programs ; School improvement programs ; Case studies ; United States ; After-school programs ; EDUCATION ; Students & Student Life ; EDUCATION ; General ; School improvement programs ; Electronic books
    Abstract: High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their OST systems. In many cities that provide financial support for OST, funding is funneled through a variety of youth-serving agencies that lack basic information about the programs they fund. The second in this three-volume series describes how the grantees and three other cities used management information systems to collect and use data on OST programs, including enrollment, attendance, and student outcomes. Cities' use of management information systems to collect and report data on OST programs is relatively new, so the experiences of the case-study cities offer valuable lessons for the field. For example, management information systems are capable of supporting OST system improvement but require careful planning, the use of data from these systems can lead to additional funding and support, the customization of web-based systems encourages their use, providing high-quality training to providers increases the use of the systems, and many providers are overburdened by requirements to use multiple management information systems, so eliminating redundancies and coordinating data requirements can ensure more efficient program provision and reporting
    Abstract: High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their OST systems. In many cities that provide financial support for OST, funding is funneled through a variety of youth-serving agencies that lack basic information about the programs they fund. The second in this three-volume series describes how the grantees and three other cities used management information systems to collect and use data on OST programs, including enrollment, attendance, and student outcomes. Cities' use of management information systems to collect and report data on OST programs is relatively new, so the experiences of the case-study cities offer valuable lessons for the field. For example, management information systems are capable of supporting OST system improvement but require careful planning, the use of data from these systems can lead to additional funding and support, the customization of web-based systems encourages their use, providing high-quality training to providers increases the use of the systems, and many providers are overburdened by requirements to use multiple management information systems, so eliminating redundancies and coordinating data requirements can ensure more efficient program provision and reporting
    Note: Includes bibliographical references (pages 87-90)
    URL: Volltext  (kostenfrei)
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  • 5
    ISBN: 9780833049599 , 0833049852 , 9781282797260 , 1282797263 , 9780833049858 , 0833049593
    Language: English
    Pages: 1 Online-Ressource (xxi, 74 pages)
    Series Statement: RAND Corporation monograph series
    Parallel Title: Print version Stecher, Brian M Reauthorizing No Child Left Behind
    DDC: 379.1/580973
    Keywords: United States ; United States ; Educational accountability ; Educational accountability ; No Child Left Behind Act of 2001 (United States) ; EDUCATION ; Finance ; EDUCATION ; Teaching Methods & Materials ; Arts & Humanities ; Educational accountability ; United States
    Abstract: This report synthesizes findings and draws lessons about the implementation and results of the No Child Left Behind Act of 2001 (NCLB) as reflected primarily in two longitudinal studies funded by the U.S. Department of Education. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools
    Abstract: This report synthesizes findings and draws lessons about the implementation and results of the No Child Left Behind Act of 2001 (NCLB) as reflected primarily in two longitudinal studies funded by the U.S. Department of Education. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools
    Note: Includes bibliographical references (pages 73-74)
    URL: Volltext  (kostenfrei)
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  • 6
    Online Resource
    Online Resource
    Santa Monica, CA : RAND
    ISBN: 9780833048912 , 0833049178 , 0833048910 , 9780833049179
    Language: English
    Pages: 1 Online-Ressource (xxviii, 150 pages)
    Parallel Title: Print version Improving school leadership
    Keywords: Education and state ; Educational leadership ; School management and organization ; Public schools ; School principals ; Educational change ; Education and state ; Educational leadership ; School management and organization ; Public schools ; School principals ; Educational change ; Education and state ; Educational change ; Educational leadership ; Public schools ; School management and organization ; School principals ; United States ; EDUCATION ; Administration ; General ; EDUCATION ; Educational Policy & Reform ; General ; Electronic books
    Abstract: The cohesive leadership system hypothesis -- Research relevant to cohesive leadership systems -- Data Sources and Analytic Approach -- What policies and initiatives have states and districts pursued to improve school leadership? -- How are districts and states interacting to improve school leadership? -- To what extent have CLS sites built cohesion among policies and initiatives? -- How have sites built CLSs and why have some sites been more effective than others? -- How are sites attempting to scale up and sustain their work? -- Do we find support for the CLS hypothesis? -- Policies and Initiatives Taken to Improve Leadership -- Variations in State and District Roles in Improving School Leadership -- Building Cohesion Across Policies and Initiatives -- Efffective Stategies for System-Building -- Growing importance of the state -- Strategies pursued to develop cohesive leadership systems -- Differences in strategies across sites -- Contextual factors enabling and inhibiting efforts to build a CLS -- Contextual differences across sites -- Prospects for Sustainability -- Challenges to sustainment and expansion -- Strategies for sustainment and growth -- Support for the CLS Hypothesis -- Instructional leadership practices -- Links between favorable conditions and engagement with instructional leadership practices -- Recommendations -- Consider local contexts and address the challenges they pose -- Identify strong lead organizations and individuals -- Capitalize on external expertise and funding -- Build trust and mend fences -- Engage a broad coalition of stakeholders -- Hone skills at applying pressure while providing support -- Recognize innovative districts as "lead learners" -- Connect leadership efforts to standards and to other reforms in the state -- Solidify programs and funding through legislation and regulations -- Engage in continuous learning and improvement -- Commit to engaging in the work over the long term
    Abstract: The cohesive leadership system hypothesis -- Research relevant to cohesive leadership systems -- Data Sources and Analytic Approach -- What policies and initiatives have states and districts pursued to improve school leadership? -- How are districts and states interacting to improve school leadership? -- To what extent have CLS sites built cohesion among policies and initiatives? -- How have sites built CLSs and why have some sites been more effective than others? -- How are sites attempting to scale up and sustain their work? -- Do we find support for the CLS hypothesis? -- Policies and Initiatives Taken to Improve Leadership -- Variations in State and District Roles in Improving School Leadership -- Building Cohesion Across Policies and Initiatives -- Efffective Stategies for System-Building -- Growing importance of the state -- Strategies pursued to develop cohesive leadership systems -- Differences in strategies across sites -- Contextual factors enabling and inhibiting efforts to build a CLS -- Contextual differences across sites -- Prospects for Sustainability -- Challenges to sustainment and expansion -- Strategies for sustainment and growth -- Support for the CLS Hypothesis -- Instructional leadership practices -- Links between favorable conditions and engagement with instructional leadership practices -- Recommendations -- Consider local contexts and address the challenges they pose -- Identify strong lead organizations and individuals -- Capitalize on external expertise and funding -- Build trust and mend fences -- Engage a broad coalition of stakeholders -- Hone skills at applying pressure while providing support -- Recognize innovative districts as "lead learners" -- Connect leadership efforts to standards and to other reforms in the state -- Solidify programs and funding through legislation and regulations -- Engage in continuous learning and improvement -- Commit to engaging in the work over the long term
    Note: "This study was conducted by RAND Education"--Preface , "Commissioned by the Wallace Foundation , "MG-885-WF"--Page 4 of cover , Includes bibliographical references
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  • 7
    ISBN: 9780833036599 , 0833036599 , 9780833040657 , 0833040650 , 9781598751154 , 1598751158
    Language: English
    Pages: 1 Online-Ressource (xxii, 723 pages)
    Parallel Title: Print version Expanding the reach of education reforms
    DDC: 371.2/00973
    Keywords: Educational change ; Education Standards ; School improvement programs ; Educational change ; Education ; School improvement programs ; School improvement programs ; United States ; EDUCATION ; Administration ; General ; Education ; Standards ; Educational change ; Electronic books
    Abstract: Introduction: Framing the Problem -- Cognitively Guided Instruction: Challenging the Core of Educational Practice-- The National Writing Project: Scaling Up and Scaling Down -- Impediments to Scaling Up Effective Comprehensive School Reform Models -- Scaling Up Success For All: Lessons for Policy and Practice -- Taking Education Programs to Scale: Lessons from the Field -- Reaching for Coherence in School Reform: The Case of America's Choice -- A Different Way of Growing -- Co-nect at the Crossroads: Four Considerations on Getting to Scale -- Scaling Up Turning Points Through Autonomous Regional Centers -- Scaling Up Talent Development High Schools: Lessons Learned from Comprehensive High School Reform -- Taking High Schools That Work to Scale: The Evolution of a High School Reform Program -- The First Few Years of Edison Schools: Ten Lessons in Getting to Scale -- School Districts as Learning Organizations: A Strategy for Scaling Education Reform -- Choices and Consequences in the Bay Area School Reform Collaborative: Building the Capacity to Scale Up Whole-School Improvement Chapter Sixteen: Leveraging the Market to Scale Up School Improvement Programs: A Fee-for-Service Primer for Foundations and Nonprofits -- Summary: Toward a More Systematic Approach to Expanding the Reach of Educational Interventions -- Appendix: Contributors Program Descriptions and Contact Information
    Abstract: Introduction: Framing the Problem -- Cognitively Guided Instruction: Challenging the Core of Educational Practice-- The National Writing Project: Scaling Up and Scaling Down -- Impediments to Scaling Up Effective Comprehensive School Reform Models -- Scaling Up Success For All: Lessons for Policy and Practice -- Taking Education Programs to Scale: Lessons from the Field -- Reaching for Coherence in School Reform: The Case of America's Choice -- A Different Way of Growing -- Co-nect at the Crossroads: Four Considerations on Getting to Scale -- Scaling Up Turning Points Through Autonomous Regional Centers -- Scaling Up Talent Development High Schools: Lessons Learned from Comprehensive High School Reform -- Taking High Schools That Work to Scale: The Evolution of a High School Reform Program -- The First Few Years of Edison Schools: Ten Lessons in Getting to Scale -- School Districts as Learning Organizations: A Strategy for Scaling Education Reform -- Choices and Consequences in the Bay Area School Reform Collaborative: Building the Capacity to Scale Up Whole-School Improvement Chapter Sixteen: Leveraging the Market to Scale Up School Improvement Programs: A Fee-for-Service Primer for Foundations and Nonprofits -- Summary: Toward a More Systematic Approach to Expanding the Reach of Educational Interventions -- Appendix: Contributors Program Descriptions and Contact Information
    Note: "MG-248-FF"--Page 4 of cover , At foot of t.p.: Rand Education , Includes bibliographical references
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