By National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools
"The District of Columbia (DC) has struggled for many years to enhance its public schooling approach. In 2007 the DC govt made a daring swap within the manner it governs public schooling with the objective of shaking up the procedure and bringing new strength to efforts to enhance results for college kids. the general public schooling Reform modification Act (PERAA) shifted keep watch over of the city's public faculties from an elected institution board to the mayor, built a brand new kingdom division of schooling, created the location of chancellor, and made different major administration adjustments. A Plan for comparing the District of Columbia's Public faculties deals a framework for comparing the consequences of PERAA on DC's public colleges. The publication recommends an evaluate application that features a systematic each year public reporting of key information in addition to in-depth reports of high-priority matters together with: caliber of lecturers, principals, and different group of workers; caliber of school room educating and studying; skill to serve weak young ones and early life; merchandising of kin and neighborhood engagement; and caliber and fairness of operations, administration, and amenities. As a part of the evaluate application, the Mayor's place of work should still produce an annual report back to town at the prestige of the general public faculties, together with an research of developments and the entire underlying information. A Plan for comparing the District of Columbia's Public faculties means that D.C. interact neighborhood universities, philanthropic corporations, and different associations to improve and maintain an infrastructure for ongoing examine and review of its public colleges. Any potent assessment software has to be self sustaining of faculty and town leaders and attentive to the desires of all stakeholders. also, its examine should still meet the top criteria for technical quality."--Publisher's description.
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Extra info for A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence
Committee on Educational Excellence and Testing Equity. A. Beatty, U. T. P. ). Board on Testing and Assessment, Center for Education. Division of Behavioral and Social Sciences and Education. Washington, DC: National Academy Press. No Child Left Behind Act of 2001. S. Congress House Committee on Education and the Workforce. R. L. 107-110, 107th Congress. (2001). S. (1993). Systemic reform and educational opportunity. H. ), Designing Coherent Education Policy: Improving the System (pp. 250312). San Francisco: Jossey-Bass.
Thus, an independent evaluation program, designed to provide stable, ongoing information, is needed to track and analyze long-term, meaningful changes in the system. It should be robust and resilient in order to withstand whatever personnel and political changes may occur in the city and the school system and provide a stable basis for evidence-informed decision making. We learned a great deal about the circumstances in the DC school system from our review of preliminary data, but the committee had neither the time nor the resources to conduct a thorough analysis of available data or to collect new data.
Cambridge, MA: Harvard Education Press. S. Congress; and (4) the school district’s legacy of limited administrative capacity. A HISTORY OF REFORM AND CRITICISM PERAA is the latest in a long line of changes in the way the DC Public School (DCPS) system is governed. Since 1804, there have been 17 different governance and administrative structures, and PERAA was the second new approach since 2000 (see Levy, 2004; Richards, 2000). There were many changes through the 1900s, perhaps the most visible of which was the 1968 decision to make the local school board an elected body.
A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence by National Research Council, Division of Behavioral and Social Sciences and Education, Committee on the Independent Evaluation of DC Public Schools