10 Strategies for Doubling Student Performance

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This companion book to Doubling Student Performance by Allan R. Odden and Sarah J. Archibald brings to life ten strategies for achieving significant, measurable gains in student performance. School and district leaders can use the examples, stories, and resources in this book to create a research-based school improvement plan. To guide educational leaders in their improvement work, the book:

  • Focuses on issues over which schools and districts have control, such as setting ambitious goals, changing the curriculum, using data to make decisions, and using time effectively and efficiently
  • Offers detailed case studies from real schools that provide clear steps and specific tools for putting the strategies into action
  • Provides an entire chapter devoted to recruiting and developing top talent, especially for high-needs schools

10 Strategies for Doubling Student Performance helps educators drive substantial gains in student achievement and effectively use resources to invest in what works in education reform.

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Editorial Reviews

Linda Darling-Hammond
"In this highly readable book, Allan Odden vividly illustrates many of the most important practices for creating strong professional communities that can leverage high-quality instruction for the students who need it most. From the organization of time to the recruitment of teachers and leaders to the development of productive curriculum and teaching, school leaders will learn how to create a framework for school reform grounded in research and the wisdom of practice."
Daniel A. Domenech
"Odden offers a sound program of 10 steps school leaders can implement to significantly improve student academic achievement in their districts. The author's focus on research-based strategies and effective use of educational resources resonates with district leaders, as do the real-world case studies of schools that have succeeded using this model."
Jack D. Dale
"Allan Odden has once again created a succinct and compelling framework to dramatically improve the performance of our nation’s students, district by district. Odden not only thinks big, he provides specific examples from real school districts to support his 10-step program. Unlike others' suggestions, he provides a comprehensive, doable framework that should be a standard reference book in any superintendent's office. His systemic analysis of school district improvement and specific examples to fill in that framework create a road map for the nation. Let's get to work."
Glen Ishiwata
"This book provides a confluence of successful programs, instructional strategies, and ideas for the alignment of resources to guide principals andsite and district office staffs. This compendium of programs and strategies for struggling schools will save educators time as they plan their work."
Judy Brunner
"As a career educator, I am always looking for ways to improve instruction and increase student learning. This manuscript is thought provoking and provides a variety of specific ways to reach the goal of real, sustainable school improvement."
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Product Details

  • ISBN-13: 9781412971485
  • Publisher: SAGE Publications
  • Publication date: 9/1/2009
  • Pages: 164
  • Product dimensions: 6.90 (w) x 9.90 (h) x 0.50 (d)

Meet the Author

Allan Odden is Professor Emeritus of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; he also is Co-Director of the Strategic Management of Human Capital (SMHC) in public education and Co-Director of the Consortium for Policy Research in Education (CPRE). CPRE is a consortium of the University of Wisconsin-Madison, Pennsylvania, Harvard, Michigan, Northwestern, Teachers College-Columbia University, and Stanford Universities. He is an international expert on education finance, effective resource allocation and use, resource reallocation, the strategic management of human capital in education, teacher compensation, school-based management, and educational policy development and implementation. He consults regularly with states and districts on these issues.

His most recent books include School Finance: A Policy Perspective (Mc Graw Hill, 2008, 4th edition), with Lawrence O. Picus and How to Create World Class Teacher Compensation (Freeload Press, 2007) with Marc Wallace. Other books include Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools (Corwin Press, 1997, 2nd Edition, 2002) with Carolyn Kelley; Reallocating Resources: How to Boost Student Achievement Without Spending More (Corwin, 2001) with Sarah Archibald; School Finance: A Policy Perspective (Mc Graw Hill, 1992, 2nd Edition, 2000, 3rd Edition 2004) co-authored with Lawrence Picus; School-Based Finance (Corwin Press, 1999), edited with Margaret Goertz; Financing Schools for High Performance: Strategies for Improving the Use of Educational Resources (Jossey Bass, 1998) with Carolyn Busch; Educational Leadership for America’s Schools (Mc Graw Hill, 1995); Rethinking School Finance: An Agenda for the 1990s (Jossey-Bass, 1992); Education Policy Implementation (State University of New York Press, 1991); and School Finance and School Improvement: Linkages for the 1980s (Ballinger, 1983).

He was a mathematics teacher and curriculum developer in New York City’s East Harlem for five years. He received his Ph D and MA degrees from Columbia University, a Masters of Divinity from the Union Theological Seminary and his BS in aerospace engineering from Brown University.

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Table of Contents

Preface ix

Acknowledgments xxi

About the Author xxiii

1 Understanding the Performance Challenge 1

1 Pressure to Improve Performance 2

Pressure From NCLB 2

Pressure From State Standards-Based Reforms 2

Pressure From the Business Community 2

Moral Drive to Improve Results 3

Pressure From Competition 4

2 Analyzing State Student Test Data 4

Rural Districts 4

Urban Districts and Schools 5

Suburban Districts 6

Nagging Achievement Gap Districts 7

Don't Focus Primarily on Demographics 8

3 Conducting Curriculum Standards Audits 9

4 Summary 10

2 Set Ambitious Goals 13

1 Beyond Motivational Theory 14

2 Beyond the Soft Bigotry of Low Expectations 15

Two Examples 16

3 Setting Very High Goals 18

Some Initially Modest Goals 18

Urban District Goal Setting 19

Rural District Goal Setting 21

Suburban Goal Setting 22

90-90-90 School Goals 22

4 Thinking Big is Quintessentially American 23

5 Summary 24

3 Change the Curriculum Program and Create a New Instructional Vision 27

1 Adopting New Textbooks and Instructional Visions 28

A New Approach to Reading 28

A New Approach to Mathematics 31

A High School Approach 34

A Point of View About Good Instructional Practice 35

Kennewick, Washington 35

Aldine, Texas 37

Montgomery County, Maryland 39

Long Beach, California 40

An Approach Geared to a Specific Population 41

2 Assessing Effectiveness of Curriculum and Instructional Approaches 42

3 Collaborative Work 43

4 Summary 44

4 Benchmark and Formative Assessments and Data-Based Decision Making 47

1 Overview of Benchmark and Formative Assessments 48

Benchmark Assessments 48

Formative Assessments 48

NWEA MAP Assessments50

Early Literacy Formative Assessments 51

2 Benchmark and Formative Assessments in Montgomery County, Maryland 51

3 A Comment on Value-Added Measures 55

4 Summary 57

5 Provide Ongoing, Intensive Professional Development 59

1 The Features of Effective Professional Development 60

Resource Requirements of Effective Professional 63

Development 63

Pupil-Free Days 63

Training Funds 64

Instructional Coaches 64

Collaborative Time During the Regular School Day 65

2 Examples of Professional Development Programs 66

3 Summary 69

6 Using Time Efficiently and Effectively 71

1 Extending the School Year and Day 71

2 Better Uses of Time 73

Elementary Schools 73

Protecting Instructional Time for Core Subjects 73

Extending Time for Some Subjects 73

Maximize Effective Use of Instructional Time 74

Providing More Time for Struggling Students 75

Reducing Primary Grade Class Sizes to 15 75

Secondary Schools 76

Adopting a Six-Period Day 76

Reducing Electives and Providing Double Periods for Some Core Classes 77

Extending Planning and Preparation Time for Collaborative Work 78

Strategies to Provide More Collaborative Time During the Day 79

3 Summary 83

7 Extend Learning Time for Struggling Students 85

Some Contextual Points 86

1 Time During the Regular School Day 88

Research on Tutoring 89

Approaches for Secondary Students 91

What Time Does Tutoring Replace? 92

2 Time Outside the Regular School Day but Within the Regular School Year 92

Research on Extended-Day Programs 93

3 Time Outside the Regular School Year Research on Summer School Programming 94

4 Summary 96

8 Collaborative Cultures and Distributed Leadership 99

1 A Collaborative School Culture 100

PLCs as an Extension of the Notion of a Professional School Culture 103

2 Structuring Collaborative Cultures 105

3 Distributed Leadership 107

4 Summary 109

9 Professional and Best Practices 111

1 Indicators of Acting Professionally 112

Seeking Research Knowledge 112

Accessing Research 113

Seeking Best Practices 114

Seeking Advice From Knowledgeable Others 115

2 Not Doing It Alone 116

3 Summary 117

10 The Human Capital Side of Doubling Student Performance 119

1 Overview 119

2 First, Recruit Top Talent 122

Acquiring Talent 124

Actively Recruit Teachers and Principals 124

Tap Nontraditional Sources and National Organizations for Top Talent 125

Grow Your Own Teachers and Principals 126

Use an Array of Incentives 126

Recruiting Works 126

New Policies and Practices to Facilitate New Recruitment Initiatives 127

3 Second, Develop Top Talent 128

4 Sometimes Initial Talent Turnover Is Required 129

5 Summary 131

11 Putting It All Together: The Dramatically Improving School 133

1 The Core Elements of the Improving School 133

Understanding the Performance Situation 133

Curriculum Mapping 134

Set High Goals 135

Adopt New Curriculum Materials and Create a Point of View About Instruction 135

Data-Based Decision Making 137

Professional Development 138

Use Time Effectively 139

Interventions for Struggling Students 140

Leadership and Professional Culture 141

A Professional Organization 142

Address Talent and Human Capital Issues 142

2 Summary 142

3 The Kennewick Approach to Dramatic Improvement 143

References 147

Index 155

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