Seven policy recommendations for strengthening externally supported school improvement¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Based on their analysis, the authors suggest seven implications for policy, including: "Constrain the market choice, both with respect to direction and in terms of quality" by limiting partners to a handful of proven groups offering coherent instructional programs; clarify provider roles into a single line of authority; develop learning and sharing opportunities among providers; give the external partner authority to coordinate all external assistance; stimulate in-depth, content-based professional development; connect assistance to standards rather than only the test; and promote better use of data through multiple diagnostic tools such as running records and curriculum-based assessments.

Design Implications¶

Context¶

Requirements¶

• District willingness to constrain the partner market and consolidate provider authority

Constraints¶

• The authors note the two-week Targeted Assistance reading session had implementation problems of short notice and inconsistency with some literacy programs

Target Learners¶

• Educators and students in low-performing schools under accountability policies

Target Learning Goals¶

• Improved classroom instruction and student achievement in literacy

Claims¶

• Only 4 of 11 studied external partners had a comprehensive, research-based approach to literacy instruction [+W]
• Most partner professional development relied on traditional short-term workshops with little classroom-level intensive assistance [+W]

Related Strategies¶

Examples¶

-

Key Sources¶

• Kara Finnigan and Jennifer O'Day, with the assistance of David Wakelyn. (2003). External Support to Schools on Probation: Getting a Leg Up? https://eric.ed.gov/?id=ED474395