Table: Best-Practices Framework

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The National Center for Educational Accountability structures interviews with district administrators, principals, and teachers around a common framework.

EVIDENCE OF STUDENT LEARNING
High-Quality Instruction
Themes Curricu-
lum
and aca-
demic
goals
Staff selec-
tion, leader-
ship,
and capa-
city-
building
Instruc-
tional pro-
grams,
practices,
and arrange-
ments
Moni-
toring: compil-
ation, analysis, and
use of
data
Recog-
nition, inter-
vention,
and adjust-
ment





Local influences, relation-
ships, and commun-
ication









Resource allocation









Core beliefs
and teaching and learning
Class-
room
Ensure teaching content is based on specified academic objec-
tives
Collab-
orate in
grade-
level or subject
teams focused on student
work
Use evidence-
based programs, practices,
and arrange-
ments
Monitor student learning Re-
cognize, inter-
vene, or adjust based on student perfor-
mance
School Center school plan on explicit improve-
ment
of specified academic objec-
tives
Select, develop,
and
allocate
staff
based
on
student learning
Ensure
the use
of evidence-
based programs, practices, and arrange-
ments in every classroom
Monitor teacher perfor-
mance and student learning
Re-
cognize, inter-
vene, or adjust based on teacher perfor-
mance
Dis-
trict
Define clear and specific academic objec-
tives by grade
and subject
Provide strong leaders, highly qualified teachers, and aligned pro-
fessional develop-
ment
Provide evidence-
based instruc-
tional programs
Develop student-
assess-
ment and data-
monitoring systems
to monitor school perfor-
mance
Re-
cognize, inter-
vene, or adjust based on school perfor-
mance
District's clear and specific academic objectives
STATE STANDARDS
SOURCE: National Center for Educational Accountability



Guaging High Performers

The National Center for Educational Accountability identifies high performers based on state test results over the latest three years and in multiple grades and subjects. The center uses a regression analysis to compare the performance of each school in a state with the average performance of schools with similar demographics in each grade and subject. Only those whose distance from the average consistently ranks them in the top tier—across multiple grades, subjects, and years—among schools with similar percentages of low-income students are identified for the best-practices research.

Starting in 2003-04, the center also required that such schools make adequate yearly progress under the federal No Child Left Behind Act.

The NCEA and its affiliates also investigate a comparison group of average performers in participating states to see how they differ.

Vol. 24, Issue 34, Page 25

Published in Print: May 4, 2005, as Best-Practices Framework
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