Using Data to Close the Achievement Gap How to Measure Equity in Our Schools

ISBN-10: 0761945091
ISBN-13: 9780761945093
Edition: 2nd 2002
Authors: Ruth S. Johnson
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Description: `If the goal of all students reaching high standards is to be met, Using Data to Close the Achievement Gap should be required reading for all teachers and administrators. It should also be an integral part of the course of study for those preparing  More...

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Book details

List price: $44.95
Edition: 2nd
Copyright year: 2002
Publisher: Corwin Press
Publication date: 6/25/2002
Binding: Paperback
Pages: 336
Size: 8.65" wide x 11.00" long x 0.75" tall
Weight: 2.002
Language: English

`If the goal of all students reaching high standards is to be met, Using Data to Close the Achievement Gap should be required reading for all teachers and administrators. It should also be an integral part of the course of study for those preparing to teach in the United States' - Vinetta C Jones, Dean, School of Education, Howard UniversityOne of the primary goals behind the standards and accountability movement is to narrow the achievement gap between low-income, minority, and other students. Educators need the tools and resources to analyze complicated sets of data and then utilize the data to improve student learning. This book is a comprehensive resource that trains educators to analyze data and use it to advance an equity agenda, all with the goal of creating a school culture of high standards and equity. It gives educators the tools to measure disparities in student achievement for diverse populations and examines school practices that hinder equity in education. The book contains numerous tools, including questionnaires, surveys, forms, and instruments.

Ruth S. Johnson is a professor emeritus at California State University, Los Angeles. She has served in a variety of educational settings in New Jersey and California. Ruth received her Ed.D. in 1985 from Rutgers, The State University of New Jersey. Her dissertation was titled An Exploratory Study of Academic Labeling, Student Achievement and Student Ethnographic Characteristics. At the K�12 level, she served as a classroom teacher, an instructional consultant, a director of elementary education, an analyst, an assistant superintendent of schools in the areas of curriculum and business, and as a superintendent of schools. She initiated efforts that resulted in raising academic standards and student achievement in low performing school districts. She served as an education consultant for the New Jersey Department of Education and as a director for two non-profit organizations in California which focused on raising student achievement in underserved student populations. Her major scholarly interests and publications focus on processes related to changing the academic culture of urban schools, with an emphasis on access and equity. In addition to her four published books, she has written numerous book chapters, articles, editorials, research reports, and manuscript reviews. As a recognized speaker, she has presented nationally to scholarly and professional audiences and serves as a consultant to schools and districts.

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

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