State and district guidelines for school improvement planning are focusing too heavily on standards and results-oriented improvements instead of promoting systemic changes to address barriers to teaching and learning, concludes a report from the Center for Mental Health in Schools at the University of California, Los Angeles.
“School Improvement Planning: What’s Missing?” is a report posted by the UCLA School Mental Health Project.
The report recommends that future planning guidelines develop more programs to engage failing or at-risk students, increase community and parental involvement, reduce school absences, and bolster character education.
