Doubling Student Performance: . . . And Finding the Resources to Do It

Paperback (Print)
Used and New from Other Sellers
Used and New from Other Sellers
from $19.66
Usually ships in 1-2 business days
(Save 43%)
Other sellers (Paperback)
  • All (9) from $19.66   
  • New (4) from $35.69   
  • Used (5) from $19.66   


At a time when the United States is struggling with far-reaching educational reform, school leaders need a blueprint that can dramatically improve student success and then support that success by effectively reallocating and managing available resources.
Read More Show Less

Editorial Reviews

The School Administrator
"The authors strike a balance between research-based practices and evidence from real schools. The chapter outlining the 10 steps was especially useful because it allows the reader to take a mental inventory of what he or she already has under way and what may come next. Three additional chapters—on smaller class size, professional development and extra help for students—serve as case studies with the key concept that funding possibilities are endless when you look for them. "
Gerald N. Tirozzi
"This book provides examples of urban, suburban, and rural schools and districts that have doubled student performance. These district and school best practices are chronicled throughout this book and accompanied by a series of ten steps to doubling student performance. The authors detail how the reallocation of time and resources contributed to the doubling of student performance. "
Paul Rosier
"This is a must-read book for state, district, and school leaders. It reaffirms the good work that is happening in many, many places in our country and describes the strategies and use of resources that make a significant difference in student achievement. "
Kati Haycock
"In my work, I see evidence of the power of good schools to change young lives for the better almost every day. This book takes us behind the doors of unusually high-performing, high-poverty schools to show us how they do that, and where they get the funding to support their programs. The book is a valuable tool for educators who want to improve their results and a reminder to parents and policy makers that we should never expect less. "
Read More Show Less

Product Details

  • ISBN-13: 9781412969635
  • Publisher: SAGE Publications
  • Publication date: 1/12/2009
  • Edition description: New Edition
  • Pages: 184
  • Sales rank: 662,878
  • Product dimensions: 7.00 (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.

Sarah Archibald is a school finance researcher at the Wisconsin Center for Education Research. She has a Ph D in educational leadership in policy analysis (ELPA) from the School of Education at the University of Wisconsin-Madison and currently holds an appointment as a lecturer in the ELPA department. Her career at the University of Wisconsin began as an undergraduate in political science; she received her BA in 1993. Next, she received a master's degree in policy analysis from the La Follette Institute of Public Affairs in 1998, and shortly thereafter became a researcher at the Consortium for Policy Research in Education at UW-Madison (CPRE). During the past ten years at CPRE, she has studied and assisted in district- and school-level reform, district- and school-level resource reallocation, educational adequacy, professional development, teacher compensation, and most recently, the strategic management of human capital. She helped develop two frameworks for collecting micro-level data, both published in the Journal of Education Finance: a school-level expenditure structure, and a framework for capturing professional development costs at the district and school level. She is the coauthor of the previous edition of Reallocating Resources: How to Boost Student Achievement Without Asking For More, and the author or coauthor of numerous articles on these subjects. Archibald's passion is participating in research that informs policy. Among other projects, she is now a researcher with IRIS (Integrated Resource Information System), a project funded by IES (Institute of Education Sciences). The goal of IRIS is to help Milwaukee Public Schools create a system for tracking resource data down to the school level so that district leaders can answer questions about what works and use district resources strategically to support higher levels of achievement for urban schoolchildren.

Read More Show Less

Table of Contents

Preface viii

Acknowledgments xiv

About the Authors xv

1 Places That Have Doubled Student Performance 1

1 Rural Districts and Schools That Have Doubled Performance 3

Rosalia, Washington 3

Abbotsford, Wisconsin 6

Doubling Student Performance at the Advanced Level: Monroe, Wisconsin 10

Other Rural Examples 15

2 Medium-Sized Districts 16

The Madison, Wisconsin Story 16

Kennewick, Washington 18

LaCrosse, Wisconsin 21

Columbus School in Appleton, Wisconsin 26

3 Doubling Performance in High-Minority, High-Poverty Schools 31

Reading First Schools in Washington State 32

Victory School in Milwaukee, Wisconsin 35

Summary 40

2 The Stimulus for Change and the Educational Change Process 44

1 Pressure From Multiple Sources to Improve Student Achievement 45

Pressure From State Standards-Based Reform 45

Pressure From District Administrators 46

Pressure From Within the School 47

Pressure From the Federal Government 47

2 The Large-Scale Organizational Change Process 48

Laying the Foundation for Change 49

Creating a New Educational Strategy 53

Implementation, Monitoring, and Continuous Improvement 56

Summary 58

3 Ten Steps to Double Student Performance 59

Step 1 Understanding the Performance Problem and Challenge 60

Step 2 Set Ambitious Goals 62

Step 3 Change the Curriculum Program and Create a New Instructional Vision 64

Step 4 Formative Assessments and Data-Based Decision Making 67

A Comment on Resources 69

Step 5 Ongoing, Intensive Professional Development 70

Step 6 Using Time Efficiently and Effectively 72

Reducing Primary Grade Class Sizes to 15 74

Summary Comments 75

Step 7 Extending Learning Time for Struggling Students75

Time During the Regular School Day 76

Time Outside the Regular School Day but Within the Regular School Year 77

Time Outside the Regular School Year 77

Summary 77

Step 8 Collaborative, Professional Culture 78

Step 9 Widespread and Distributed Instructional Leadership 80

Step 10 Professional and Best Practices 82

Summary and Conclusion 83

4 Reducing Class Size 85

Resources at School Sites 85

Reallocating Core Classroom Teachers 87

Regular Education Specialists 89

Pupil Support, Aides, and Other Staff Resources 92

Reallocating Resources to Reduce Elementary Class Size 93

Facilities 95

Schoolwide Strategies to Reduce Class Sizes 97

Farnham 97

Clayton and Parnell 100

A Districtwide Strategy to Reduce Class Size in Early Elementary Grades 101

Summary 103

5 Finding Resources for Professional Development 105

Resources Needed for an Effective Professional-Development Program 106

A Professional-Development Fiscal and Program Audit 108

District Spending on Professional Development 110

School-Level Reallocation to Support Professional Development 112

Doubling-Performance Districts 113

District and School Resource Reallocation to Fund Professional Development, Instructional Coaches, and Teacher-Tutors 114

Using Extant Professional-Development Days Effectively 118

Planning and Professional-Development Time 119

Finding Blocks of Time 120

Summary 124

6 Funding Extra-Help Strategies 127

Individual and Small-Group Tutoring for Struggling Students 128

Extended Time for Struggling Students to Learn the Core Curriculum 132

Summer School Program Focused on Core Instruction 134

Summary and Conclusion 136

7 Linking School Finance Adequacy to Doubling Performance 137

Approaches to School Finance Adequacy 138

Evidence-Based Approach to School Finance Adequacy 139

Schedule 1: Recommendations for Adequate Resources for Prototypical Elementary, Middle, and High Schools 142

Linkage to Resources Needed to Double Performance 144

Cautions About Local Resource-Use Practices 145

Good Arguments for More Money 146

Summary and Final Comments 147

Links to Web-Based Tools for School Leaders 151

References 152

Index 159

Read More Show Less

Customer Reviews

Be the first to write a review
( 0 )
Rating Distribution

5 Star


4 Star


3 Star


2 Star


1 Star


Your Rating:

Your Name: Create a Pen Name or

Barnes & Review Rules

Our reader reviews allow you to share your comments on titles you liked, or didn't, with others. By submitting an online review, you are representing to Barnes & that all information contained in your review is original and accurate in all respects, and that the submission of such content by you and the posting of such content by Barnes & does not and will not violate the rights of any third party. Please follow the rules below to help ensure that your review can be posted.

Reviews by Our Customers Under the Age of 13

We highly value and respect everyone's opinion concerning the titles we offer. However, we cannot allow persons under the age of 13 to have accounts at or to post customer reviews. Please see our Terms of Use for more details.

What to exclude from your review:

Please do not write about reviews, commentary, or information posted on the product page. If you see any errors in the information on the product page, please send us an email.

Reviews should not contain any of the following:

  • - HTML tags, profanity, obscenities, vulgarities, or comments that defame anyone
  • - Time-sensitive information such as tour dates, signings, lectures, etc.
  • - Single-word reviews. Other people will read your review to discover why you liked or didn't like the title. Be descriptive.
  • - Comments focusing on the author or that may ruin the ending for others
  • - Phone numbers, addresses, URLs
  • - Pricing and availability information or alternative ordering information
  • - Advertisements or commercial solicitation


  • - By submitting a review, you grant to Barnes & and its sublicensees the royalty-free, perpetual, irrevocable right and license to use the review in accordance with the Barnes & Terms of Use.
  • - Barnes & reserves the right not to post any review -- particularly those that do not follow the terms and conditions of these Rules. Barnes & also reserves the right to remove any review at any time without notice.
  • - See Terms of Use for other conditions and disclaimers.
Search for Products You'd Like to Recommend

Recommend other products that relate to your review. Just search for them below and share!

Create a Pen Name

Your Pen Name is your unique identity on It will appear on the reviews you write and other website activities. Your Pen Name cannot be edited, changed or deleted once submitted.

Your Pen Name can be any combination of alphanumeric characters (plus - and _), and must be at least two characters long.

Continue Anonymously

    If you find inappropriate content, please report it to Barnes & Noble
    Why is this product inappropriate?
    Comments (optional)