in-service topics
Peer coaching and mentoring
Opportunities for collaboration
3. Parent and community involvement
Multiple means of communicating with parents
Parent advisory committees
The school as a community center
4. Effective classroom instruction
Emphasis on assessment
Project-based instruction
5. Effective classroom structure and organization
Small class size
Alternative within-school programs
Integrated curriculum
Curriculum alignment with state standards
School-wide discipline system (Manset et al., 2000, pp. iii-iv)
Consortium for Policy Research in Education (CPRE): “The District Role in Building Capacity” (Massell, 2000)
Research has also focused on the effective strategies of school districts in achieving success with low-performing students. The Consortium for Policy Research in Education (CPRE) is composed of scholars from five of the nation’s premier research universities: Harvard, Stanford, and the Universities of Michigan, Pennsylvania, and Wisconsin-Madison. Diane Massell led a research team from CPRE that identified four essential capacity-building strategies that were observed in 22 successful school districts in seven reform-active states over a 2-year period. These strategies included:
1. Interpreting and using data
2. Building teacher knowledge and skills
3. Aligning curriculum and instruction
4. Targeting interventions on low-performing students and schools (Massell, 2001, p. 1)
While the study did not specifically identify leadership as an essential capacity-building strategy, the critical importance of effective leadership in successfully implementing these four capacity-building strategies and others found in high-performing, high-poverty schools was implied. Participants in the study also acknowledged the importance of engaging parents, holding high expectations for students, and reorganizing time and space.
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