50 Ways to Close the Achievement Gap

ISBN-10: 1412958989

ISBN-13: 9781412958981

Edition: 3rd 2009

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"Each of the 50 strategies explains what the strategy is, why it is important, and how it can be implemented. This book will be a tremendous resource for educators." -Cole Pugh, Superintendent Eagle Mountain-Saginaw ISD, TX "The strategies are a well-designed balance of central office support and site-based implementation that guides leaders through curriculum alignment, mastery learning, and resource allocation in this age of NCLB accountability." -Joe Bazenas, Principal Booker Middle School, Sarasota, FL Clear, updated guidelines for increasing academic performance and providing educational equity for all students! Confronting gaps in school achievement requires a systematic examination of the entire school system and a comprehensive problem-solving approach. Written for school leaders, this completely revised and expanded edition outlines 50 detailed, researched-based strategies for developing high-performing schools. Emphasizing the provision of equal educational opportunities for all learners, this book is organized around six critical standards: Teach a well-crafted, focused, valid, and clear curriculum Align assessments, programs, and instructional resources with curriculum Promote student equality and equity Focus on mastery learning and effective teaching strategies Provide resources for establishing curriculum expectations, monitoring, and accountability Institute effective district and school planning, staff development, and resource allocation to create a quality learning environment With field-tested best practices and an expanded bibliography and research base, this hands-on guide provides school leaders with strategies that give all learners the opportunity to succeed.
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Book details

List price: $43.95
Edition: 3rd
Copyright year: 2009
Publisher: Corwin Press
Publication date: 9/26/2008
Binding: Paperback
Pages: 336
Size: 7.00" wide x 9.75" long x 0.75" tall
Weight: 1.958
Language: English

Carolyn J. Downey is professor emeritus of educational leadership in the College of Education at San Diego State University. She formerly was the superintendent for the Kyrene School District, Phoenix-Tempe, Arizona. Downey has written several books and numerous articles. She is the author of the training program "The Three-Minute Walk-Through and Reflective Feedback for Higher Student Achievement." Her most recent book with Betty E. Steffy, William K. Poston Jr., and Fenwick W. English is 50 Ways to Close the Achievement Gap. She was the major architect of the CMSI Individual School Audit using the 50 Characteristics for Higher Student Achievement. She is the author of several of the Principal-Teacher Series for Higher Student Achievement training materials. She received her MS from the University of Southern California and her PhD from Arizona State University.

Fenwick W. English (Ph.D.) is the R. Wendell Eaves Senior Distinguished Professor of Educational Leadership in the School of Education at the University of North Carolina at Chapel Hill, a position he has held since 2001. As a scholar/practitioner he has held positions as a school principal and superintendent of schools in California and New York and as a department chair, dean, and vice-chancellor of academic affairs at universities in Ohio and Indiana. He is the former President of the University Council of Educational Administration (UCEA) and of the National Council of Professors of Educational Administration (NCPEA). His research has been reported in national and international academic forums. He edited the 2006 SAGE Encyclopedia of Educational Leadership and Administration , the 2009 SAGE Library of Educational Thought and Practice: Educational Leadership and Administration ; and the 2011 SAGE Handbook of Educational Leadership (2nd Ed.). In 2013, he received the Living Legend Award from NCPEA for his lifetime contribution to the field of educational leadership.

Betty E. Steffy is a retired professor of educational leadership and policy studies at Iowa State University. She formerly was a dean of a School of Education at a regional campus of Purdue University and served as deputy superintendent of instruction in the Kentucky Department of Education. She served as a superintendent of schools in New Jersey and as a director of curriculum for a regional educational agency in Pennsylvania. She created the professional development model entitled Life Cycle of the Career Teacher. She is the author/coauthor of ten books in education and numerous articles and symposium papers at UCEA and AERA. She earned her BA, MAT, and EdD from the University of Pittsburgh.

About the Authors
Six Standards for High-Performing Schools
Standard One: Establish a Well-Crafted, Focused, Valid, and Clear Curriculum to Direct Teaching
Embed External Assessment Target Objectives in the Written Content Standards and Link to State Standards
Have Clear and Precise District Curriculum Objectives - Content, Context, and Cognitive Type
Deeply Align Objectives From External Assessments
Sequence Objectives for Mastery Well Before They Are Tested
Provide a Feasible Number of Objectives to Be Taught
Identify Specific Objectives as Benchmark Standards
Place Objectives in a Teaching Sequence
Provide Access to Written Curriculum Documents and Direct the Objectives to Be Taught
Conduct Staff Development in Curriculum and Its Delivery
Standard Two: Provide Assessments Aligned With the Curriculum
Develop Aligned District Pre-Post Criterion-Referenced Assessments
Have a Pool of Unsecured Test Items by Objective
Establish Secured Performance Benchmark Assessments
Conduct Assessment Training
Use Assessments Diagnostically
Teach Students to Be "Test Wise"
Establish a Reasonable Testing Schedule and Environment
Disaggregate Assessment Data
Maintain Student Progress Reports
Standard Three: Align Program and Instructional Resources With the Curriculum and Provide Student Equality and Equity
Align Programs With the Curriculum to Ensure Congruity
Use Research Data That Document Results to Drive Program Selection, and Validate the Implementation of Programs With Action Research
Evaluate Programs to Determine Their Effectiveness in Strengthening Student Achievement of Curriculum Objectives
Align Textbooks and Instructional Resources With the District Curriculum Objectives and Assessment in Both Content and Context Dimensions
Use Technology in Design or Selection Procedures to Ensure Strong Connections to System Learning Expectations and Feedback
Provide Training in the Use of Instructional Resources and Their Alignment With System Curriculum Objectives - Content, Context, and Cognitive Type
Select or Modify Instructional Resources for Lessons to Ensure Full Alignment With System Objectives and Tested Learning
Place Students in Programs and Activities in an Equitable Manner and With Equal Access to the Curriculum
Implement Effective Programs and Strategies With English Language Learners
Standard Four: Use a Mastery Learning Approach and Effective Teaching Strategies
Implement a Mastery Learning Model
Align Teaching With the Curriculum
Provide Differentiated Curriculum and Instruction as Well as Differentiated Time to Learn
Provide Practice to Master the Curriculum
Use Effective Instructional Practices
Use Powerful Vocabulary Development Strategies
Establish Individual Learning Plans for Low-Achieving Students
Standard Five: Establish Curriculum Expectations, Monitoring, and Accountability
Provide for High Expectations for Achievement for Each Student
Monitor the Curriculum
Visit Classrooms and Provide Follow-up
Use Disaggregated Data in the Decision-Making Process
Focus Staff Appraisal on Professional Growth
Standard Six: Institute Effective District and School Planning, Staff Development, and Resource Allocations, and Provide a Quality Learning Environment
Develop a District Planning Process That Is Strategic in Nature and Provides Guidance for the Development of District and School Long-Range Plans
Create and Implement a Singular, Focused, Multiyear District Plan That Incorporates Change Strategies for Higher Student Achievement
Align School Plans With the District Plan
Implement Aligned Teacher Training to Reach District and School Goals
Implement Administrative Training Aligned With the Curriculum and Its Assessment and District Plan Priorities
Provide Differentiated Staff Development
Link Resource Allocations to Goals, Objectives, Priorities, and Diagnosed Needs of the System
Provide Qualified and Adequate Personnel
Remove Incompetent Staff or Help Them Achieve Satisfactory Functioning
Provide a Quality Learning Environment
Provide Quality Facilities
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