Using Data to Close the Achievement Gap: How to Measure Equity in Our Schools / Edition 1

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Overview

This updated edition of Setting Our Sights outlines the five stages for equity reform while clearly explaining research findings and offering practical tools and examples.

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Editorial Reviews

Joseph Burke

"Dr. Johnson’s work provides both the philosophical and practical blueprint for transforming public schools into the learning communities we want and need. Leaders will find the book to be the most useful document to guide and inform their efforts to close the gap and maximize learning for all students."

Vinetta C. Jones
"If the goal of all students reaching high standards is to be met, Using Data to Close the Achievement Gap should be required reading for all teachers and administrators. It should also be an integral part of the course of study for those preparing to teach in the United States. "
Laurie Olsen
"With this visionary and user-friendly resource in hand, all educators—teachers, counselors, and administrators—can and must make data part of a lifelong practice to ensure high achievement for all students."
Aukram Burton
"From her penetrating analysis of current research, policies, and practices, and her wealth of experiences working with school districts around the nation, Johnson clearly makes the connection between using data and achieving equitable outcomes as districts and schools struggle to close the achievement gap."
Walter Allen

"This book represents a significant contribution to the national debate around school reform. Ruth Johnson presents a thoughtful, well-documented treatise on how educators, policy makers, and parents can use data to set achievement goals and measure school progress toward these goals. "

Joseph Burke

"Dr. Johnson’s work provides both the philosophical and practical blueprint for transforming public schools into the learning communities we want and need. Leaders will find the book to be the most useful document to guide and inform their efforts to close the gap and maximize learning for all students."

Vinetta C. Jones
"If the goal of all students reaching high standards is to be met, Using Data to Close the Achievement Gap should be required reading for all teachers and administrators. It should also be an integral part of the course of study for those preparing to teach in the United States."
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Product Details

  • ISBN-13: 9780761945093
  • Publisher: SAGE Publications
  • Publication date: 8/28/2002
  • Series: One-Off Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 336
  • Sales rank: 785,204
  • Product dimensions: 8.22 (w) x 11.08 (h) x 0.57 (d)

Meet the Author

Ruth S. Johnson is a professor emeritus at California State University, Los Angeles. She has served in a variety of educational settings in New Jersey and California. Ruth received her Ed.D. in 1985 from Rutgers, The State University of New Jersey. Her dissertation was titled An Exploratory Study of Academic Labeling, Student Achievement and Student Ethnographic Characteristics. At the K–12 level, she served as a classroom teacher, an instructional consultant, a director of elementary education, an analyst, an assistant superintendent of schools in the areas of curriculum and business, and as a superintendent of schools. She initiated efforts that resulted in raising academic standards and student achievement in low performing school districts. She served as an education consultant for the New Jersey Department of Education and as a director for two non-profit organizations in California which focused on raising student achievement in underserved student populations. Her major scholarly interests and publications focus on processes related to changing the academic culture of urban schools, with an emphasis on access and equity. In addition to her four published books, she has written numerous book chapters, articles, editorials, research reports, and manuscript reviews. As a recognized speaker, she has presented nationally to scholarly and professional audiences and serves as a consultant to schools and districts.

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Table of Contents

Foreword: A Strategy to Challenge Inequality - Anne Wheelock
Introduction: New to the Second Edition
Acknowledgments
About the Author
Part I: Setting Our Sights on Student Achievement
1. The Achievement Gap: Framing Our Minds to Set Our Sights
The Achievement Gap
Some Other Considerations
Rethinking the Issues: Creating the Conditions for Moving Forward
Stages in the Change Process: How Data Offer Help and Hope
2. Building Dissatisfaction and Killing the Myths: Examining Data as a First Step Toward Motivating Reform
The Broader Picture: Societal Implications of Undereducating Certain Populations
Similar Aspirations, Unequal Chances: Data to Dispel Myths and Demonstrate Differential Expectations and Learning Opportunities for Students
Who Has the Opportunity to Go to College?
Changing Practices and Achievement Patterns: Exploding Myths That Perpetuate Underachievement
3. Data in the Reform Process: How and Why
Key Roles for Data
Assessing Data Use and Access
Stages of the Data User Process
Using Technology to Make Strong Presentations
4. Building Leadership and Data Teams
Establishing the Need: A First Step for Highly Resistant Schools
Creating the Team: The First Step in Most Schools
The Role of the Leadership Team
Structuring the Leadership Team's Work
Team Development
The Data Team: Core to the The Data Team: Core to the School's Success in Using Data to Achieve Reform
Planning for Team Success: Team Self-Assessment of Strengths and Needs
Assessing Perspectives of Team Effectiveness
Planning for Team Leadership Development
Part II: Inquiring About Equity
5. Talking About Data
Why the Need for Dialogue
Guiding the Dialogue
Outcomes From Dialogues
Conducting the Inquiry: Measurement Dimensions and Approaches
6. Examining Outcomes
Looking at the Big Picture
Outcome Data From Standardized Test Scores: Peeling the Data
Standardized Tests for College Going
Monitoring Student Grades
Displaying Middle and High School Course Enrollment and Student Overall Progress in College Preparatory Courses
Outcomes: Student Graduation Rates
College-Going Rates
Nonacademic Measures Related to Outcomes
7. Assessing Policies and Practices
Part I: Instruments
Assessing Perceptions of Attitudes, Readiness, and Commitment to Reform at the School
Process Indicators
Assessing Institutional Reform in the Academic Culture of Schools
Other Instruments to Assess Equity
Schools' and Districts' Assessments of Delivery of Precollege Guidance
Characteristics of High-Performing and Low-Performing Counseling Programs
Counselor College Preparatory Record Keeping for Individual Students
Which Counselors Are Providing College Access to Students?
Counselor's Plans for Counselees
Part II: Existing School Documents
How Does the Master Schedule Reflect Practices and Goals?
Assessing Documents, Policies, and Practices on How Time Is Used
Examining School Calendars
Teacher Plan Books
Part III: Assessing Equitable Classroom Practices
Survey—The Equitable School Classroom
Teacher Observations
Observing Students in Class and School
Parent and Student Information
8. Listening to Student and Parent Voices
Student and Parent-Guardian Questionnaires
Aspirations and Reality
Listening to Students' Voices Regarding the Academic Culture of the School
9. Evaluating Programs and Interventions
Analyses of Efforts to Raise Student Achievement
Assessing Elementary Programs and Practices
Assessing the Improvement of College Preparation and College-Going Rates
Professional Development
10. Using School Indicators to Answer Critical Questions
How and When to Gather Indicators
Combining Indicators to Answer Critical Questions
Sample Indicator Combinations
11. Will We Know It When We See It? Visioning, Planning, and Implementation
Planning for Monitoring
Plan for Monitoring the Improvement of College Preparation and College-Going Rates
The Role of the External Resource Person
Resources for Equitable School Reform
Bibliography
References
Index

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