Iowa Support System for Schools and Districts in Need of Assistance

Resources and Research
Home
Overview
Audit
Diagnosis
Design
Implementation and Monitoring
Evaluation
Resources and Research

DINA: Audit Profile of Forward-Moving District 080108

DINA: Profile of Forward-Moving District with Accreditation Site Visit Checks 111707

DINA: PowerPoint on What Research Says about Forward-Moving Districts 082507


Research Bibliography

 

Ascher, C. and Fruchter, N. (2001). “Teacher quality and student performance in New York City’s low-performing schools.”  Journal of Education for Students Placed at Risk, 6, 199-214. 

Barley, Z., Lauer, P. A., Arens, S. A., Apthorp, H. S., Englert, K. S., Snow, D., and Akiba, M. (2002).  Helping at-risk students meet standards: A synthesis of evidence-based classroom practices. Aurora, CO: Mid-continent Research for Education and Learning.

Barr, R.D., and Parrett, W.H. (2003).  Saving our students, saving our schools:  50 proven strategies for revitalizing at-risk students and low-performing schools.  Thousand Oaks, CA:  Corwin.

Barr, R.D., and Parrett, W.H. (2007).  The kids left behind – Catching up the underachieving children of poverty:  A synthesis of research on what works in high-performing, high-poverty schools.  Bloomington, IN:  Solution Tree.

Barthe, P., Haycock, K., Jackson, H., Mora, K., Ruiz, P., Robinson, S. and Wilkins, A. (Eds.). (1999). Dispelling the myth: High poverty schools exceeding expectations.  Washington DC: Education Trust. 

Barton, P. E. (2003, October). Parsing the achievement gap: Baselines for tracking progress. ETS Policy Information Report. Princeton, NJ: Educational Testing Service (ETS)

Bernhardt, V. (1998).  Data analysis for comprehensive schoolwide improvement. 2nd Ed. Larchmont, NY: Eye on Education

Bryk A. and Schneider, B. (2002). Trust in schools.  New York: Sage Publishing

Burkett, H. (2006). Six don’ts of school improvement…and Their Solutions.  Remarks from On the Right Track 4, an annual school improvement symposium for California school practitioners.  Naperville, IL: The Center for Comprehensive School Reform and Improvement, Learning Points Associates.   Retrieved March 2007 from http://www.centerforcsri.org/index.php?option=com_contentandtask=viewandid=325andItemid=5 

Casey, S. C. (2000).  No excuses: Lessons from 21 high-performing, high-poverty schools.  Washington, DC: Heritage Foundation. 

Cawelti, G. and Protheroe, N. (2003). Supporting school improvement: Lessons from districts successfully meeting the challenge. Arlington, VA: Educational Research Service.

Chadwick, K.G. (2004). Improving schools through community engagement:  A practical guide for educators. Thousand Oaks, CA:  Corwin.

Charles A. Dana Center. (1999).  Hope for urban education: A study of nine high-performing, high-poverty, urban elementary schools.  Washington, DC: US Department of Education, Planning and Evaluation Service. 

Clark R. (2002).  Ten hypotheses about what predicts student achievement for African American students and all other students:  What the research shows. In W. R. Allen, M.B. Spencer, and C. O’Conner (Eds), African American education:  Race, community, inequality, and achievement:  A Tribute to Edgar G. Epps. Oxford, UK:  Elsevier Science.

Corcoran T. and Lawrence N. (2003), Changing district culture and capacity: The impact of the Merck Institute for Science Education Partnership, Philadelphia: Consortium for Policy Research in Education, University of Pennsylvania.

David, J.L. and Shields, P.M. (2001). When Theory Hits Reality: Standards-Based Reform in Urban Districts. Menlo Park, CA: SRI International. http://www.sri.com/policy/cep/edreform/pew.html

Elmore, R. F. (2000).  Building a new structure for school leadership.  Washington, DC: The Albert Shanker Institute. 

Elmore, R.F. and City, E. A. (2007). “The road to school improvement.”  Harvard Education Letter, 23(3):1-3.

Erickson, H. L. (1998) Concept based curriculum and instruction: Teaching beyond the facts. Thousand Oaks, CA: Corwin Press Inc.

Fullan, M., Bertani, A., and Quinn, J. (2004). “New lessons for districtwide reform: Effective leadership for change at the district level has 10 crucial components”.  Educational Leadership, 61(7):42-46.

Goodwin, B. (2000, May).  Raising the achievement of low-performing students [Policy Brief].  Aurora, CO:  Mid-continent Research for Education and Learning.  Retrieved from www.mcrel.org/topics/policyBrief.asp.

Grissmer, D., Flanagan, A., and Williamson, S. (1998).  Does money matter for minority and disadvantaged students?  Assessing the new empirical evidence. In W.J. Fowler., Jr. (Ed.), Developments in school finance, 1997 (pp 15-30).  Washington, DC:  National Center for Education Statistics.

Guskey, T. R. ( 2000) Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Haberman, M. (1991). “Pedagogy of poverty versus good teaching.” Phi Delta Kappan, 73(4), 290-294.

Haycock, K. (2001, March).  “Closing the achievement gap:  Helping all students achieve.” Educational Leadership, 58(60), 6-11.

Haycock, K. (2004). Statement on the Harvard Civil Rights Project and Urban Institute Report on high school graduation rates and NCLB. Retrieved from www2.edtrust.org/EDTrust/Press+Room/Harvard+project.htm.

Henderson, A. T, and Mapp, K.L. (2002). A new wave of evidence:  The impact of school, family, and community connections on student achievement – Annual synthesis 2002.  Austin, TX:  National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory.

Housman, N. G., and Martinez, M.R. (April, 2001). A brief for practitioners on turning around low-performing schools:  Implications at the school, district, and state level.  The National Clearinghouse for Comprehensive School Reform. 

Iowa Association of School Boards. (2000). “IASB’s Lighthouse study:  School boards and student achievement.”  Iowa School Board Compass, 5(2).  Retrieved from www.ia-sb.org/studentachievement/Tecnicalreport2.pdf.

Jagers, R.J., and Carroll, G. (2002).  “Issues in educating African American children and youth.  In S. Stringfield and D. Land (Eds.), Educating at-risk students [Yearbook of national Society for the Study of Education, vol. 101, part 2] (pp 49-65).  Chicago:  University of Chicago.

Jerald, C.D. (2001). Dispelling the myth revisited:  Preliminary findings from a nationwide analysis of “high-flying” schools [Report].  Washington, D.C.:  Education Trust.

Jerald, C. D. (2005).  More than maintenance: Sustaining improvement efforts over the long run. Naperville, IL: The Center for Comprehensive School Reform and Improvement, Learning Points Associates.   Retrieved March 2007 from http://www.centerforcsri.org/index.php?option=com_contentandtask=viewandid=365andItemid=97

Kannapel, P. J. and Clements, S. K. (2005).  Inside the black box of high-performing, high-poverty schools: A report from the Prichard Committee for Academic Excellence.  Lexington, KY: Prichard Committee for Academic Excellence.

Kendall, J. S. (2001). A technical guide for revising or developing standards and benchmarks.  Aurora, CO:  Mid-continent Research for Education and Learning. 

Kercheval, A. and Newbill, S.L. (2002). A case study of key effective practices in Ohio’s improved school districts. Bloomington, IN: Indiana Center for Evaluation.

Leone, P. A., Director, (2004).  Review of factors and practices associated with school performance in Virgina. The Joint Legislative Audit and Review Commission of the Virginia General Assembly to the Governor.

Lezotte, L. and McKee, K. M. (2002). Assembly required: A continuous school improvement system. Okemos, MI: Effective Schools Products, Ltd.

Marzano, R. J. and Kendall, J. S. (1996) A comprehensive guide to designing standards-based districts, schools, and classrooms. Alexandria, VA: Iowa Association for Supervision and Curriculum Development.

Marzano, R. J., Waters, T., and McNulty, B. A. (2005). School leadership that works: From research to results. Alexandria, VA: Association for Supervision and Curriculum Development. 

Massell, D. (2000). The district's role in building capacity: Four strategies, 2000, Philadelphia, PA: Consortium for Policy Research in Education.

McGee, G.W. (2004). Closing the achievement gap:  Lessons from Illinois’ Golden Spike high-poverty, high-performing schools,  Journal of education for students placed at risk, 9(2), 97-125.

McLaughlin, M. and Talbert J. (2003).  Reforming districts: How districts support school reform a research report. Seattle, WA: Center of Study for Teaching and Policy.

McLaughlin, M.W., Talbert, J.E., Gilbert, S., Hightower, A.M., Husbands, J.L., Marsh, J.A., and Young, V.M. (2004). Districts as change agents: levers for system-wide instructional improvement. Center for the Study of Teaching and Policy. Paper Presentation at the Annual Meeting of the AERA. San Diego, CA

Mid-Continent Research for Education and Learning. (2005). Final Report: High Needs Schools – What does it take to beat the odds?  [REL deliverable 2005-08].  Aurora, CO: Author.

Miles, K.H. and Darling-Hammond, L. (1998). Rethinking the allocation of teaching resources:  Some lessons from high-performing schools.  Educational evaluation and policy analysis, 22, 1-26.

Nathan, J. and Johnson, N. (2000, December). What should we do?  A practical guide to assessment and accountability in schools.  Minneapolis:  University of Minnesota, Hubert H. Humphrey Institute of Public Affairs.

Newmann, F. M., Lopez, G., and Bryk, A.S. (1998).  The quality of intellectual work in Chicago schools: A baseline report.  Chicago, IL: Consortium on Chicago School Research, retrieved from http://ccsr.uchicago.edu/content/publications.php?pub_id=50.

Newmann, F.M., Smith, B, Allensworth, E., and Bryk, A. (2001).  School instructional coherence:  Benefits and challenges.  Chicago, IL:  Consortium on Chicago School Research.

Odden, A. R. and Archibald, S. (2001).  Reallocating resources:  How to boost student achievement without asking for more.  Thousand Oaks, CA:  Corwin.

Odden, A., Archibald, S., Fermanich, M., and Gross, B. (2003, Winter).  “Defining school-level expenditure structures that reflect educational strategies.” Journal of Educational Finance, 28(3), 323-356.

Padron, Y.N., Waxman, H.C., and Rivera, H.H., (2002, August), Educating Hispanic students:  Effective instructional practice (Practitioner Brief #5). Santa Cruz:  University of California, Center for Research on Education, Diversity, & Excellence.

Pan, D., Rudo, Z.H., Schneider, C.L., and Smith-Hansen, L. (2003).  Examination of resource allocation in education:  Connecting spending to student performance.  Austin, TX:  Southwest Educational Development Laboratory.

Pellegrino, J. W. (2006). Rethinking and redesigning curriculum, instruction, and assessment: What contemporary research and theory suggests.  Washington, DC: National Center on Education and the Economy.  Retrieved March 2007 from http://skillscommission.org/commissioned.htm 

Public Impact for the Center on Innovation & Improvement (2007).  School Turnarounds:  A Review of the Cross-Sector Evidence on Dramatic Organizational Improvement.  Academic Development Institute.

Quigley, M. A. and Inos, R. H. “Research review for inclusive practices.” Pacific Resources for Education and Learning.  Hawaii: Pacific Resources for Education and Learning.

Resnick,  L.B. (1999, June 16) Making America Smarter, Education Week Century Series. 18(40) 38-40.  Retrieved from web site:  http:///www.edweek.org/ew/vol-18/40resnick.h18

Reeves, D. B. (2004) Making standards work: How to implement standards-based assessments in the classroom, school, and district. Englewood,CO: Advanced Learning Press.

Reynolds, D., Hopkins, D., Potter, D., and Chapman, C. (2002). School improvement for schools facing challenging circumstances: A review of research and practice.  School Leadership and Management, 22(3), 243-256. 

Richardson, J. (2003, February). “The secrets of ‘can-do’ schools:  Louisiana team uncovers traits of high-poverty, high-performing schools.  Results.  Retrieved from www.nsdc.org/library/publications/results.

Rivkin, S. G., Hanushek, E. A., and Kain, J. F. (2005).  Teachers, schools, and academic achievement.  Econometrica, 73(2), 417-458. 

Sanders, W. L., Wright, S. P., and Horn, S. P. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation, 11(1), 57-67. 

Shannon, G. S., and Bylsma, P. (2004). Characteristics of improved school districts: Themes from research. Olympia, WA: Office of Superintendent of Public Instruction.  Retrieved March 2007, from http://www.k12.wa.us/research/pubdocs/DistrictImprovementReport.pdf 

Sa, S. and Thompson, S. (2005).  Norfolk, VA:  Creating a High-Performance Culture, Strategies for school system leaders and district-level change, Washington, D.C.: Panasonic Foundation, 11 (1): 1-17.

Snipes, J., Doolittle, F., and Herlihy, C. (2002). Foundations for success: case studies of how urban school systems improve student achievement. Washington DC: MDRC for the Council of the Great City Schools. http://www.mdrc.org/publications/47/full.pdf.

Southwest Educational Development Laboratory, (2005). Working systemically to increase student achievement:  A facilitator’s handbook.  Austin, TX: Author. Retrieved March 2007 from http://www.sedl.org/ws/tools.html or refer to http://www.sedl.org/pubs/catalog/items/change103.html 

Supovitz, J.A. and Taylor, B.S. (2003). The impact of standards-based reform in Duval County, Florida: 1999-2002. Consortium for Policy Research in Education. Philadelphia, PA: University of Pennsylvania.

The Center for Comprehensive School Reform and Improvement, Learning Points Associates, (2006), Seven Actions that Improve School District Performance.  Naperville, IL: Author.  Retrieved March 2007 from http://www.centerforcsri.org/index.php?option=com_contentandtask=viewandid=394andItemid=5 

The Center for Comprehensive School Reform and Improvement, Learning Points Associates, (2005), The role of principal leadership in improving student achievement.  Naperville, IL: Author.   Retrieved March 2007 from http://www.centerforcsri.org/index.php?option=com_contentandtask=viewandid=145andItemid=5 

Togneri, W. and Anderson, S.E. (2003). Beyond islands of excellence: What district can do to improve instruction and achievement in all schools.  Washington, DC: Learning First Alliance.  Retrieved March 2007 from http://learningfirst.org/publications/districts/.

Trybus, M.A. “The challenge and hope of scientifically based research.” Improving student achievement and teacher effectiveness through scientifically based practices, NCREL Viewpoints, Volume 11.

 

Viadero, D. (2004, January 21).  Achievement-gap study emphasizes better use of data.”  Education Week, 23(19), 9.

 

Walberg, H.J. (ed) (2007).  Restructuring and Substantial School Improvement.Lincoln, IL:  Center on Innovation & Improvement.

Waters, J. T. and Marzano, R. J. (2006). School district leadership that works: The effect of superintendent leadership on student achievement. A working paper. Denver, CO: Mid-continent Research for Education and Learning. 

Wheelan, S. A., and Kesselring, J. (2005). Link between faculty group development and elementary student performance on standardized tests. Journal of Educational Research, 98(6), 323–330.

 

Zavadsky, H. (2006).  How NCLB drives success in urban schools. Educational Leadership, 64(3), 69-73.

 

 

Bibliography of Best Practices

Academic Domain

Bransford, J. D., Brown, A. L., and Cocking, R. R. (Eds.) (2000). How people learn. Brain, mind, experience, and school.  Washington, D.C.: National Academy Press. 

Daniels, H. and Zemelman, S. (2004).  Subjects matter – Every teacher’s guide to content-area reading.  Portsmouth, NH:  Heinemann.

Guskey, T. R. and Bailey, J. M. ((2001). Developing grading and reporting systems for student learning.  Experts in Assessment series, T. R. Guskey and R. J. Marzano, Eds. Thousand Oaks, CA: Corwin Press. 

Marzano, R. J. (2000).  Transforming classroom grading.  Alexandria, VA: Association for Supervision and Curriculum Development. 

Marzano, R. J., Pickering, D. J., and Pollock, J. E. (2001). Classroom instruction that works. Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

National Research Council. (2001). Adding it up: Helping children learn mathematics.  J. Kilpatrick, J. Swafford, and B. Findell (Eds.). Mathematics Learning Study Committee, Center for Education, Division of Behavioral and Social Science and Education. Washington, DC: National Academy Press.

Stiggins, R. J. (1997). Student-centered classroom assessment. 2nd Ed. Upper Saddle River, NJ: Prentice-Hall

Wiggins, G. and McTighe, J. (1998). Understanding by design.  Alexandria, VA: Association for Supervision and Curriculum Development.

Zemelman, S., Daniels, H., and Hyde, A. (2005).  Best practice – New standards for teaching and learning in America’s Schools, third edition. Portsmouth, NH:  Heinemann

 

Quality  Educator Domain

Costa, A.L. (Ed.) (2001).  Developing minds, a resource book for teaching thinking.  3rd Ed.  Alexandria, VA:  Association for Supervision and Curriculum Development.

DuFour, R. and Eaker, R. (1998). Professional learning communities at work. Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. 

DuFour, R., DuFour, R., Eaker, R. and Karhanek, G. (2004). Whatever it takes. How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree.

Easton, L. B. (Ed.) (2004). Powerful designs for professional learning. Oxford, OH: National Staff Development Council.

Glickman, C. D. (2002). Leadership for learning. How to help teachers succeed. Alexandria, VA: Association for Supervision and Curriculum Development.

Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.

Hall, G. E. and Hord, S. M. (2006). Implementing change. Patterns, principles, and potholes.   Boston, MA: Pearson Education, Inc.

Daniels, H., Bizar, M., and Zemelman, S. (2001).  Rethinking high school – Best practices in teaching, learning, and leadership. Portsmouth, NH:  Heinemann.

 

Killion, J. (2002). Assessing impact. Evaluating staff development. Oxford, OH: National Staff Development Council. 

Marzano, R. J. (2003). What works in schools. Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Reeves, D. B. (2006). The learning leader. How to focus school improvement for better results. Alexandria, VA: Association for Supervision and Curriculum Development.

Schmoker, M. (2006). Results now. How we can achieve unprecedented improvements in teaching and learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Zmuda, A., Kuklis, R., and Kline, E. (2004). Transforming schools – Creating a culture of continuous improvement.  Alexandria, VA: Association for Supervision and Curriculum Development.

 

District/School System Domain

Bernhardt, V. L. (2004). Data analysis for continuous school improvement. 2nd Ed. Larchmont, NY: Eye on Education

Holcomb, E. L. (2004). Getting excited about data. 2nd Ed. Thousand Oaks, CA: Corwin Press. 

Jenkins, L. (2003). Improving student learning. Applying Deming’s quality principles in classrooms. 2nd Ed. Milwaukee, WI: ASQ Quality Press

Preuss, P. G. (2003). School leader’s guide to root cause analysis. Using data to dissolve problems.  Larchmont, NY: Eye on Education

This page was updated on August 7, 2009.