by
Bodilly, Susan J.
Call Number
371.8 22
Publication Date
2010
Format:
Electronic Resources
Relevance:
0.0400
by
McCombs, Jennifer Sloan, 1970-
Call Number
371.8 22
Publication Date
2010
Summary
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.
Format:
Electronic Resources
Relevance:
0.0409
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by
Padilla, Raymond V.
Call Number
371.200973 22
Publication Date
2009
Format:
Electronic Resources
Relevance:
0.0455
by
Tomlinson, Carol A.
Call Number
371.394 22
Publication Date
2008
Summary
Includes common misconceptions about differentiation; nonnegotiables that are essential to the implementation of differentiated instruction; factors that contribute to failure to change classroom practice; leadership lessons for accomplishing the change process; tools for monitoring and evaluating the change toward differentiation; and characteristics of staff development practices that support differentiated instruction.
Format:
Electronic Resources
Relevance:
0.0455
by
Bodilly, Susan J.
Call Number
371.200973 22
Publication Date
2004
Summary
Dissatisfied with the results of earlier efforts to improve educational outcomes in U.S. schools, the Ford Foundation developed a program called the Collaborating for Education Reform Initiative (CERI) that provided grants to collaboratives of community-based organizations in urban settings as a way to address systemic barriers to high-quality teaching and learning. Eight collaboratives signed on, and, over four years, the RAND Corporation assessed the progress of the program. The authors of this report found that the eight sites made varying degrees of progress and, while none had reached the final outcomes desired, some of the collaboratives offered considerable promise. Although success is far from certain, by adopting such techniques as clear communication of expectations, engaging school staff, and using data to alter strategies as necessary, collaboratives stand a better chance of becoming self-sustaining and positively affecting student learning.
Format:
Electronic Resources
Relevance:
0.0430
by
Berends, Mark, 1962-
Call Number
371.200973 21
Publication Date
2002
Summary
New American Schools (NAS) offers whole-school designs for schools and districts seeking to significantly raise the achievement of large numbers of students. This work has evaluated NAS reforms' effects on students and teachers in high-poverty schools.
Format:
Electronic Resources
Relevance:
0.0400
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