50 Ways to Close the Achievement Gap

Carolyn J. Downey, Betty E. Steffy, William K. Poston, Jr., Fenwick W. English

• Publisher: Corwin
• Year: 2008
• Print ISBN: 9781412958981, 9781412958974
• eBook ISBN: 9781452293462
• Edition: 3
• Topic: Education
• Subtopic: Education General

"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.

Index

Abrams, A., 117

Academic learning time (ALT), 65, 167, 170, 177

Accommodation, 123, 125–127

Accountability assessment, ix, 2, 19, 48, 49, 50, 54, 69, 72

Accountability policy, 2, 56, 57, 59, 65

disaggregated data and, 71–72

high test scores and, 73–74

instructional program design and, 157

walk-through observation method and, 217

See also Curriculum expectations/monitoring standard; Government

Accuracy standards, 104–105

Achievement gap, 1, 8

administrators and, 3–4

blame game and, 7

curriculum mapping and, 37

for-profit sector and, 3

foundational issues and, 7

framing the problem, 6–7

leadership charisma and, 4

low-income groups and, 2, 3

multiple causes of, 1–2, 6–7

multiyear progress and, 7

politicians/legislators and, 3

quick fixes, 4, 7

realistic/hopeful outlook and, 7

standards and, 5, 6 (figure)

state vs. national standards and, 15–17

teaching-curriculum alignment and, 158–159

teaching practice and, 2

urban schools and, 3–4

See also Disaggregated data; Quality control; Standards

Acquisition tests, 147

Action research, 88–96, 121

Activity alignment, 86 (figure), 87

Administration for Children...

Table of contents

• Cover
• Title Page
• Copyright
• Contents
• Preface
• Acknowledgments
• About the Authors
• Introduction
• Six Standards for High-Performing Schools
• Standard One: Establish a Well-Crafted, Focused, Valid, and Clear Curriculum to Direct Teaching
• Standard Two: Provide Assessments Aligned With the Curriculum
• Standard Three: Align Program and Instructional Resources With the Curriculum and Provide Student Equality and Equity
• Standard Four: Use a Mastery Learning Approach and Effective Teaching Strategies
• Standard Five: Establish Curriculum Expectations, Monitoring, and Accountability
• Standard Six: Institute Effective District and School Planning, Staff Development, and Resource Allocation, and Provide a Quality Learning Environment
• Summary
• References
• Index