| |
| |
Foreword: A Strategy to Challenge Inequality | |
| |
| |
| |
Introduction: New to the Second Edition | |
| |
| |
Acknowledgments | |
| |
| |
About the Author | |
| |
| |
| |
Setting Our Sights on Student Achievement | |
| |
| |
| |
The Achievement Gap: Framing Our Minds to Set Our Sights | |
| |
| |
The Achievement Gap | |
| |
| |
Some Other Considerations | |
| |
| |
Rethinking the Issues: Creating the Conditions for Moving Forward | |
| |
| |
Stages in the Change Process: How Data Offer Help and Hope | |
| |
| |
| |
Building Dissatisfaction and Killing the Myths: Examining Data as a First Step Toward Motivating Reform | |
| |
| |
The Broader Picture: Societal Implications of Undereducating Certain Populations | |
| |
| |
Similar Aspirations, Unequal Chances: Data to Dispel Myths and Demonstrate Differential Expectations and Learning Opportunities for Students | |
| |
| |
Who Has the Opportunity to Go to College? | |
| |
| |
Changing Practices and Achievement Patterns: Exploding Myths That Perpetuate Underachievement | |
| |
| |
| |
Data in the Reform Process: How and Why | |
| |
| |
Key Roles for Data | |
| |
| |
Assessing Data Use and Access | |
| |
| |
Stages of the Data User Process | |
| |
| |
Using Technology to Make Strong Presentations | |
| |
| |
| |
Building Leadership and Data Teams | |
| |
| |
Establishing the Need: A First Step for Highly Resistant Schools | |
| |
| |
Creating the Team: The First Step in Most Schools | |
| |
| |
The Role of the Leadership Team | |
| |
| |
Structuring the Leadership Team's Work | |
| |
| |
Team Development | |
| |
| |
The Data Team: Core to the The Data Team: Core to the School's Success in Using Data to Achieve Reform | |
| |
| |
Planning for Team Success: Team Self-Assessment of Strengths and Needs | |
| |
| |
Assessing Perspectives of Team Effectiveness | |
| |
| |
Planning for Team Leadership Development | |
| |
| |
| |
Inquiring About Equity | |
| |
| |
| |
Talking About Data | |
| |
| |
Why the Need for Dialogue | |
| |
| |
Guiding the Dialogue | |
| |
| |
Outcomes From Dialogues | |
| |
| |
Conducting the Inquiry: Measurement Dimensions and Approaches | |
| |
| |
| |
Examining Outcomes | |
| |
| |
Looking at the Big Picture | |
| |
| |
Outcome Data From Standardized Test Scores: Peeling the Data | |
| |
| |
Standardized Tests for College Going | |
| |
| |
Monitoring Student Grades | |
| |
| |
Displaying Middle and High School Course Enrollment and Student Overall Progress in College Preparatory Courses | |
| |
| |
Outcomes: Student Graduation Rates | |
| |
| |
College-Going Rates | |
| |
| |
Nonacademic Measures Related to Outcomes | |
| |
| |
| |
Assessing Policies and Practices | |
| |
| |
| |
Instruments | |
| |
| |
Assessing Perceptions of Attitudes, Readiness, and Commitment to Reform at the School | |
| |
| |
Process Indicators | |
| |
| |
Assessing Institutional Reform in the Academic Culture of Schools | |
| |
| |
Other Instruments to Assess Equity | |
| |
| |
Schools' and Districts' Assessments of Delivery of Precollege Guidance | |
| |
| |
Characteristics of High-Performing and Low-Performing Counseling Programs | |
| |
| |
Counselor College Preparatory Record Keeping for Individual Students | |
| |
| |
Which Counselors Are Providing College Access to Students? | |
| |
| |
Counselor's Plans for Counselees | |
| |
| |
| |
Existing School Documents | |
| |
| |
How Does the Master Schedule Reflect Practices and Goals? | |
| |
| |
Assessing Documents, Policies, and Practices on How Time Is Used | |
| |
| |
Examining School Calendars | |
| |
| |
Teacher Plan Books | |
| |
| |
| |
Assessing Equitable Classroom Practices | |
| |
| |
Survey--The Equitable School Classroom | |
| |
| |
Teacher Observations | |
| |
| |
Observing Students in Class and School | |
| |
| |
Parent and Student Information | |
| |
| |
| |
Listening to Student and Parent Voices | |
| |
| |
Student and Parent-Guardian Questionnaires | |
| |
| |
Aspirations and Reality | |
| |
| |
Listening to Students' Voices Regarding the Academic Culture of the School | |
| |
| |
| |
Evaluating Programs and Interventions | |
| |
| |
Analyses of Efforts to Raise Student Achievement | |
| |
| |
Assessing Elementary Programs and Practices | |
| |
| |
Assessing the Improvement of College Preparation and College-Going Rates | |
| |
| |
Professional Development | |
| |
| |
| |
Using School Indicators to Answer Critical Questions | |
| |
| |
How and When to Gather Indicators | |
| |
| |
Combining Indicators to Answer Critical Questions | |
| |
| |
Sample Indicator Combinations | |
| |
| |
| |
Will We Know It When We See It? Visioning, Planning, and Implementation | |
| |
| |
Planning for Monitoring | |
| |
| |
Plan for Monitoring the Improvement of College Preparation and College-Going Rates | |
| |
| |
The Role of the External Resource Person | |
| |
| |
Resources for Equitable School Reform | |
| |
| |
Bibliography | |
| |
| |
References | |
| |
| |
Index | |