WWW.BOOK.DISLIB.INFO
FREE ELECTRONIC LIBRARY - Books, dissertations, abstract
 
<< HOME
CONTACTS



Pages:   || 2 | 3 | 4 | 5 |   ...   | 7 |

«Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded ...»

-- [ Page 1 ] --

U.S. DEPARTMENT OF EDUCATION

NCEE 2011-4019

Baseline Analyses of

SIG Applications and SIG-Eligible

and SIG-Awarded Schools

Baseline Analyses of

SIG Applications and SIG-Eligible

and SIG-Awarded Schools

May 2011

Steven Hurlburt

Kerstin Carlson Le Floch

Susan Bowles Therriault

Susan Cole

American Institutes for Research

Thomas E. Wei

Project Officer

Institute of Education Sciences

NCEE 2011-4019

U.S. DEPARTMENT OF EDUCATION

U.S. Department of Education Arne Duncan Secretary Institute of Education Sciences John Q. Easton Director National Center for Education Evaluation and Regional Assistance Rebecca Maynard Commissioner May 2011 The report was prepared for the Institute of Education Sciences under Contract No. ED-04-COThe project officer is Thomas E. Wei in the National Center for Education Evaluation and Regional Assistance.

IES evaluation reports present objective information on the conditions of implementation and impacts of the programs being evaluated. IES evaluation reports do not include conclusions or recommendations or views with regard to actions policymakers or practitioners should take in light of the findings in the reports.

This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: Hurlburt, S., Le Floch, K.C., Therriault, S.B., and Cole, S. (2011). Baseline Analyses of SIG Applications and SIG-Eligible and SIGAwarded Schools (NCEE 2011-4019). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.

To order copies of this report,

• Write to ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304.

• Call in your request toll free to 1-877-4ED-Pubs. If 877 service is not yet available in your area, call 800-872-5327 (800-USA-LEARN). Those who use a telecommunications device for the deaf (TDD) or a teletypewriter (TTY) should call 800-437-0833.

• Fax your request to 703-605-6794.

• Order online at www.edpubs.org.

This report also is available on the IES website at http://ies.ed.gov/ncee.

Upon request, this report is available in alternate formats such as Braille, large print, audiotape, or computer diskette. For more information, please contact the Department’s Alternate Format Center at 202-260-9895 or 202-205-8113.

Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools We wish to thank the many individuals who contributed to the completion of this report. Researchers who provided useful assistance for this report include Molly Abend, Rose Goff, Megan Lebow, Jack Rickard, and Diana Mercado-Garcia of AIR. The authors also appreciate the helpful feedback and guidance from the study’s principal investigators, Jennifer O’Day and Beatrice Birman, as well as thoughtful reviewer comments from Mike Garet, all of AIR.

We are also grateful to staff at the Office of Elementary and Secondary Education at the U.S. Department of Education, who provided the initial data on schools eligible for School Improvement Grants (SIG).

We also appreciate the efforts of state administrators with responsibility for SIG who provided data on SIG awards and reviewed our data files to ensure accuracy and completeness.

While we appreciate the assistance and support of all of the above individuals, any errors in judgment or fact are, of course, the responsibility of the authors.

–  –  –

Disclosure of Potential Conflicts of Interest The research team for this study consists of a prime contractor, American Institutes for Research (AIR), and three subcontractors, Mathematica Policy Research, Inc., Decision Information Resources, Inc., and Education Northwest. None of these organizations or their key staff has financial interests that could be affected by findings from the Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools, as part of the Study of School Turnaround.

v This page intentionally left blank.

Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools Contents

1. Introduction

2. Policy Overview

3. Analysis of State SIG Applications

3.1. Methodology

3.1.1. Step 1: Data collection and capture

3.1.2. Step 2: Data coding and analysis

3.2. Identifying SIG Schools and Intervention Models

3.2.1. Defining persistently lowest-achieving schools

3.2.2. SIG-eligible schools by Tier

3.2.3. Intervention models authorized by states

3.2.4. State priorities for awarding funds to Tier I, Tier II, and Tier III schools

3.3. Determining LEA Capacity

3.4. Monitoring LEAs’ Progress

3.4.1. Monitoring strategies

3.4.2. Monitoring measures

3.5. State Support for SIG Implementation

4. Analyses of SIG-Eligible and SIG-Awarded Schools

4.1. Data Sources

4.2. Overview of SIG-Eligible and SIG-Awarded Schools





4.3. Characteristics of SIG-Eligible and SIG-Awarded Schools

4.4. SIG Funding to States and Schools

5. Summary

Appendix A.

Appendix B.

Appendix C.

vii This page intentionally left blank.

Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools List of Exhibits Exhibit 1. Number of Years of Assessment Data States Used to Identify Persistently Lowest-Achieving Schools

Exhibit 2. Number of Years of Assessment Data States Used to Determine “Lack of Progress” Among Persistently Lowest-Achieving Schools

Exhibit 3. Number of Years of Graduation Rate Data States Used to Identify Persistently Lowest-Achieving Schools

Exhibit 4. Number of States With Various Approaches for Prioritizing LEAs With Eligible Tier III Schools

Exhibit 5. Definitions of Schools “Newly Eligible” for SIG Funding, by Tier

Exhibit 6. Number of States Using Various Evidence of LEA Capacity

Exhibit 7. Frequency of State Monitoring of SIG-Awarded LEAs and Schools

Exhibit 8. SEA Strategies for Monitoring LEA Progress

Exhibit 9. Achievement and Leading Indicators for Tier I and Tier II Schools

Exhibit 10. SEA Strategies to Support SIG Implementation

Exhibit 11. Distribution of SIG-Eligible Schools in Tiers I, II, and III, by State

Exhibit 12. Distribution of SIG-Awarded Schools in Tiers I, II, and III, by State

Exhibit 13. Characteristics of the Universe of Schools, SIG-Eligible Schools and SIG-Awarded Schools

Exhibit 14. Percentage Distribution of SIG Schools by Poverty Level, for Tier I, II, and III SIG-Eligible and SIG-Awarded Schools

Exhibit 15. Percentage Distribution of SIG Schools by Minority Level, for Tier I, II, and III SIG-Eligible and SIG-Awarded Schools

Exhibit 16. Number of SIG-Awarded Schools in Districts Receiving SIG Funds

Exhibit 17. Number of SIG-Awarded Schools in Districts With 5 or More SIG-Awarded Schools........... 31 Exhibit 18. Percent and Number of SIG-Awarded Tier I and Tier II Schools Implementing Turnaround, Restart, School Closure, and Transformation Models

Exhibit 19. State School Improvement Grant 1003 (g) Program Allocations

Exhibit 20. Average Total SIG Award and Annual Per-Pupil Award, by Tier, SIG Model, School Size, and School Level

Exhibit 21. Average Total SIG Award and Annual Per-Pupil Award for SIG-Awarded Tier I and II Schools, Overall and by State

Exhibit 22. Average Total SIG Award and Annual Per-Pupil Award for SIG-Awarded Tier III Schools, Overall and by State

ix Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools Exhibit 23. Percentage Increase in Annual Per-Pupil Funding from SIG Funding for SIG-Awarded Tier I and II Schools, by State

Exhibit 24. Percentage Increase in Annual Per-Pupil Funding from SIG Funding for SIG-Awarded Tier III Schools, by State

Exhibit A–1. Baseline Data Report—State School Improvement Grant (SIG) Data Capture Elements (from Data Capture Workbook)

Exhibit B–1. Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools Overall and by Poverty Level, Minority Level, and Urbanicity

Exhibit B–2. Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools by School Level and School Size

Exhibit B–3. Characteristics of SIG-Eligible Schools, by State: Number of SIG-Eligible Schools by School Type and Charter School

Exhibit C–1. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools Overall and by Tier, Poverty Level, and Minority Level

Exhibit C–2. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by Urbanicity, School Level, and School Size

Exhibit C–3. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by School Type and Charter School

Exhibit C–4. Characteristics of SIG-Awarded Schools, by State: Number of SIG-Awarded Schools by Intervention Model

x Baseline Analyses of SIG Applications and SIG-Eligible and SIG-Awarded Schools

1. Introduction The Study of School Turnaround (SST) is an examination of the implementation of School Improvement Grants (SIG) authorized under Title I section 1003(g) of the Elementary and Secondary Education Act (ESEA). SIG is funded through ESEA and has been supplemented by the American Recovery and Reinvestment Act of 2009 (ARRA). This baseline report provides an overview of the state policies and practices for SIG implementation as well as a description of the first round of SIG awards made to Local

Education Agencies (LEAs) and SIG-eligible schools. The report focuses on two key questions:

1. What SIG-related policies and practices do states intend to implement based on their SIG applications?

2. What are the characteristics of SIG-eligible and SIG-awarded schools?

The report is divided into four sections, organized to mirror the flow of SIG funds as they are disbursed from the federal government to states and then from states to districts and schools. Accordingly, Section 2 provides an overview of the key elements of the SIG program. Section 3 provides an analysis of state SIG applications approved by the U.S. Department of Education (ED), focusing on the definition and identification of SIG-eligible schools, how states determine district capacity and how states are monitoring and supporting SIG implementation. Section 4 reviews descriptive data on the characteristics of SIG-eligible schools identified by states, as well as the characteristics of SIG-awarded schools. Section 5 concludes by synthesizing the key findings from the report.

2. Policy Overview Authorized under Title I section 1003(g) of ESEA and supplemented by ARRA, the SIG program will target $3.5 billion over the next three years toward the goal of turning around the nation’s lowest-performing schools. Each state’s allotment of SIG funds is determined by formula based on Title I allocations. In turn, state education agencies (SEAs) award funds to LEAs with eligible schools, based on a competitive application process. According to ED guidelines, states may award LEAs up to $2,000,000 annually to each qualified SIG school. 1 States may award SIG funds to LEAs and schools that meet criteria established by the federal guidelines and in accordance with state determinations of LEA capacity and commitment to support school turnaround.

The final rules issued by ED define both the criteria for selecting eligible schools and the authorized

intervention models. Eligible schools are defined as belonging to one of three categories:



Pages:   || 2 | 3 | 4 | 5 |   ...   | 7 |


Similar works:

«Contribution to Universal Periodic Review United Nations Human Rights Council Second cycle – 21st session – Jan-Feb 2015 Written contribution by Reporters Without Borders on freedom information in TURKEY June 2014 Introduction Freedom of information has declined alarmingly in Turkey since its first Universal Periodic Review during the 8th session in May 2010. It was then ranked 138th out of 178 countries in the Reporters Without Borders press freedom index. In the past four years it has...»

«See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/255979251 Geophysikalische, sedimentologische und mikrofaunistische Methoden zur Rekonstruktion der Paläogeographie einer römischen Hafensiedlung: Die Landschaftsgenese der Lagune von Vilamo. Article · January 2005 READS 6 authors, including: Gerhard Daut Peter Frenzel Friedrich Schiller University Jena Friedrich Schiller University Jena 92 PUBLICATIONS 697 CITATIONS...»

«Klaus Eder Europäische Säkularisierung. Ein Sonderweg in die postsäkulare Gesellschaft? Eine theoretische Anmerkung 1 Zur Permanenz von Religion in der modernen Gesellschaft 1.1 Was leistet Religion? Der evolutionäre Optimismus der Modernisierungstheorien hat gerade im Hinblick auf Religion eine besondere Kränkung erfahren. Die im Zuge der Modernisierung erwartete voranschreitende Säkularisierung der Welt findet nicht statt. Wir wissen zwar, dass in komparativer Hinsicht Europa die am...»

«Betriebsanleitung Operating instructions Manuel d‘utilisation GS 202, GS 215 Winterhalter Gastronom GmbH Tettnanger Straße 72 D-88074 Meckenbeuren Telefon 07542/402-0 Telefax 07542/402-199 www.winterhalter.de info@winterhalter.de 89007272-07/09-08 Betriebsanleitung für Winterhalter Gastronom Gläserspülmaschine GS 202, GS 215 Inhaltsverzeichnis 1 Bestimmungsgemäße Verwendung 3 2 Allgemeine Sicherheitshinweise -3 3 Bevor Sie mit der Maschine arbeiten -4 4 Erste Inbetriebnahme 6 5...»

«Zusammenfassungen ∙ Resums ∙ Abstracts Alejandro Casadesús Bordoy (Palma) Alcover, Moll und die deutsche Sprache Der Artikel stellt zwei Hauptfiguren der katalanischen Philologie aus mehrperspektivischer Sicht dar. Mossèn Alcover und Francesc de B. Moll verbindet man in jedem Fall mit der katalanischen Sprache, aber man sollte ebenfalls in Betracht ziehen, dass sie sich auch mit der deutschen Sprache beschäftigten. Alcover lernte Deutsch, um einen besseren Kontakt zu den...»

«INHALT: EINFUHRUNG S. 2 VOR DER KONZEPTUELLEN KUNST S. 4 KONZEPTUELLE KUNST S. 16 Die Negation der materiellen Objektivität S. 22 Die Negation des Mediums S. 23 Die Negation der schon etablierten Autonomie des Kunstwerkes S. 25 Die Negation der inhärenten Bedeutung der visuellen Form S. 28 ART & LANGUAGE – EINE CHRONOLOGIE S. 32 Textproduktion S. 32 Gemeinschaftsarbeit S. 35 Paradigmenwechsel und die Literatur über Art & Language S. 38 Chronologie S. 41 Die ersten konzeptuellen Bilder S....»

«CHARLES HOMER HASKINS PRIZE LECTURE FOR 2007 A Life of Learning Linda Nochlin ACLS OCCASIONAL PAPER, No. ACLS The 2007 Charles Homer Haskins Prize Lecture was presented at the ACLS Annual Meeting in Montreal, Quebec, Canada on May 11, 2007. Published in the United States of America by American Council of Learned Societies © 2008 by Linda Nochlin CONTENTS On Charles Homer Haskins iv Haskins Prize Lecturers v Brief Biography of vi Linda Nochlin Introduction ix by Pauline Yu A Life of Learning 1...»

«Shadow Nanosphere Lithography Dissertation zur Erlangung des Doktorgrades (Dr. rer. nat.) der Mathematisch-Naturwissenschaftlichen Fakultät der Rheinischen Friedrich-Wilhelms-Universität Bonn vorgelegt von Witold Kandulski aus Poznań, Poland Bonn, 2007 Angefertigt mit Genehmigung der Mathematisch-Naturwissenschaftlichen Fakultät der Rheinischen Friedrich-Wilhelms-Universität Bonn Eidesstattliche Erklärung Hiermit erkläre ich, diese Arbeit selbständig und ohne unerlaubte Hilfe verfasst...»

«5.–12. Februar 2015 Critics’ Week Berlin – Hackesche Höfe Kino wochederkritik.de AKTIVISMUS Do 05.02. Eine Veranstaltung der Heinrich-Böll-Stiftung ONE WAY TICKET – WILLKOMMEN IN EUROPA? 20:30 Uhr Welcome in Europe? Prelude Heimat ohne Grenzen? Für die meisten eher Wunsch als Wirklichkeit. Ihr Ziel heißt: Ankommen. Nur wo und wie? Dazugehören – was bedeutet das heute? Die Publizistin Mely Kiyak und die Schriftstellerin Olga Grjasnowa nehmen dazu Stellung. In Kurzstatements legen...»

«ZfW (2015) 38:83–97 DOI 10.1007/s40955-015-0015-z Originalbeitrag Bildung im Alter im Kontext des dritten und vierten Lebensalters – Narrationen und Narrative Ines Himmelsbach Online publiziert: 12. März 2015 © Die Autor(en) 2015. Dieser Artikel ist auf Springerlink.com mit Open Access verfügbar. Zusammenfassung Der Beitrag lotet die Chancen der Nutzung des gerontologischen Datensatzes der Interdisziplinären Längsschnittstudie des Erwachsenenalters (ILSE) für bildungsbiografische...»





 
<<  HOME   |    CONTACTS
2016 www.book.dislib.info - Free e-library - Books, dissertations, abstract

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.