“Levers for Change: Pathways for State-to-District Assistance in Underperforming School Districts”
A report released last week by the Center for American Progress examines the educational, political, and organizational shortcomings that undermine states’ stabs at turning around low-performing schools.
State efforts in local schools often unravel because state and district officials do not make the overall purpose of an intervention clear to the public, which sows mistrust and unrealistic expectations, according to the report. It says states also rush to select models for fixing schools, rather than taking a closer look at factors that may be impeding progress, such as the starting points of the students, the teachers’ instructional skills, and the lack of high-quality professional development.
“If states are truly to become the catalysts for systemic change at the district level,” it concludes, “then their strategies need to be based on what has been learned from the national experience to date in state-to-district interventions.”
Vol. 30, Issue 04, Page 4
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- Dean of Students
- Diman Regional Vocational-Technical High School, Fall River, MA
- Modern & Classical Languages Department Chair
- New Trier Township High School District 203, Winnetka, IL
- Chief Information Officer and Special Projects Manager
- Randolph Public Schools, MA
- Superintendent of Schools
- Fremont County School District #14, Ethete, WY
- Talent Recruiter
- Roaring Fork School DIstrict, Glenwood Springs, CO