School Funding
Inexperienced, Poorly Prepared Teachers
Ineffective Teaching Practices
Misassignment to Special Education
Over-Reliance on Medication to Modify Behavior
Eliminating the Bigotry of Low Expectations
Chapter 3: Research on High-Performing, High-Poverty Schools
Identifying Strategies for Accelerating the Achievement of Poor Children
A Framework of Research on High-Performing, High-Poverty Schools
Just for the Kids: Studies of High-Performing School Systems (1999–2006)
Iowa Association of School Boards: The Lighthouse Inquiry (Iowa Association of School Boards, 2000)
Heritage Foundation: “No Excuses: Lessons From High-Performing, High-Poverty Schools” (Carter, 2001)
U.S. Department of Education: “The Longitudinal Evaluation of School Change and Performance (LESCP) in Title I Schools” (U.S. Department of Education, 2001)
Center for Research on the Education of Students Placed At Risk (CRESPAR): “Comprehensive School Reform and Student Achievement: A Meta-Analysis” (Borman et al., 2002)
Northern Illinois University Center for Governmental Studies: “Closing the Achievement Gap: Lessons from Illinois’ Golden Spike High Poverty, High Performign Schools” (McGee, 2004)
Louisiana Staff Development Council: “The Secrets of ‘Can-Do’ Schools” (Richardson, 2003)
Learning First Alliance: “Beyond Islands of Excellence” (Togneri & Anderson, 2003)
Center for Performance Assessment: “High Performance in High-Poverty Schools: 90/90/90 and Beyond” (Reeves, 2003)
Manhattan Institute: “The Teachability Index: Can Disadvantaged Students Learn?” (Greene & Forster, 2004)
Hewlett-Packard: “High-Achieving Schools Initiative Final Report” (Kitchen et al., 2004)
Prichard Committee for Academic Excellence: “Inside the Black Box of High-Performing, High-Poverty Schools” (Kannapel & Clements, 2005)
EdSource: “Similar Students, Different Results: Why Do Some Schools Do Better?” (Williams, Kirst, & Haertel, et al., 2005)
An Emerging Pattern of School Improvement
Chapter 4: Ensure Effective District and School Leadership
The Old World of Education
The New World of Education
Essential, Targeted Leadership Characteristics to Improve Student Achievement
Leadership Priorities at the District Level
Demonstrate Moral and Political Will
Acknowledge Poor Performance and Seek Solutions
Promote a Vision of High Achievement for All Students
Establish Measurable Goals and Monitor Progress
Institute Accountability and Use Data-Driven Instructional genjn(j Improvement
Target Student Needs to Prioritize Resources and Funding
Provide Relentless Support for Teachers and Principals
Support Focused Professional Development
Leadership Priorities at the School Level
Maintain Great Expectations for Student Achievement
Understand Effective Professional Development
Develop and Support Teacher Leaders
Leading Through Collaboration and Distributive Leadership
