EDUCATIONAL POLICY INSTITUTE OF CALIFORNIA (EPIC)
RESEARCH STRANDS FOR 2009
1. ABC School District
by Dr. Thomas R. Harvey
Abstract.
ABC school district has an exemplary collaboration between the district and the teachers association.
How It Works
District superintendent and president of the association meet every week for two hours.
District cabinet and association cabinet meet two-three times a year and talk confidentially.
The association has converted building representatives into learning representatives.
Much training is done.
Conflict Resolution Principles
They abide by the following four conflict resolution principles:
- They both have an interest to cooperate and a capacity to compete.
- They have norms
- They have mutual trust born out of interdependence
- They look for the middle ground of agreement.
Every district should take heed of this model and institute such actions.
2. An exploration of best practices in Pre-K programs.
by Cindy Thomas-Cary
Abstract.
This policy paper presents the components of exemplary pre-kindergarten programs. Exemplary pre-kindergarten programs are established using an educational model. An educational model is a sound organization of 1) programs practices, 2)curriculum content, 3) program and child assessment, and 4) teacher training/compensation. The aim of an educational model is to contribute to all stages of children’s development. The value of a model is measured by its effectiveness in advancing children’s development and has been scientifically proven. Science has confirmed that exemplary preschool programs yield long-lasting academic and social benefits for young children.
3. Public Education Funding for K-12 Schools: Weighted Student Formula-An Alternative Approach
by Doug DeVore, Ed. D.
Abstract.
The state of the global, national and state economies is causing educational policy makers to reexamine how funds are allocated to meet the needs of students. Coupled with the strong focus on accountability with the passing of No Child Left Behind states and districts are looking for solutions to increase disadvantaged student achievement in the face of declining budgets. The Governor’s Committee of Educational Excellence in California recently released a report recommending a funding system that places an emphasis on more dollars following students with greater needs rather than the use of grants and/or block funding. Several school districts have adapted a form of weighted student formula (WSF) funding to create a system that has the financial resources following the students to the school site budget based on student needs. It is recommended that all districts review their current system of allocating funds to sites and consider a form of weighted student formula to support the students with greatest needs.
4. Effective Board Development for Public School Districts.
Abstract.
Boards of trustees in school districts have been in existence since the 1700’s. While they have commonly accepted purposes that include establishing a vision, maintaining an effective and efficient structure, ensuring accountability, and providing community leadership as advocates for children, their district and public schools, not all boards live up to these purposes. No prerequisites for serving exist generally beyond residency and citizenship. Yet, boards do have a strong influence on the culture, values and direction of the districts.
Ineffective boards demonstrate various characteristics such as role confusion with the superintendent, micro-management, focusing on personal agendas and disrespect for district leadership. Effective boards work as a team with their superintendent, have the education of all children as a priority, commit time and energy to their role, and act as liaisons with the community. Is it possible for boards to be developed into effective governing teams? Yes is the short answer.
This paper suggests several practices and guidelines for board members and the board as a whole to improve and become truly effective. While conferences to learn about the role and to understand broad and important concepts in finance, personnel practices, etc. are of value, they do not have long-lasting effect. Information in the California School Boards Association’s Masters in Governance program can be helpful. However, given its voluntary nature and one-time option, it is not the way to get to true effectiveness.
Quality board development stresses the development of protocols or norms, a system of dealing with violations of those protocols, revisiting the protocols, and on-going evaluation and accountability. All members of the governance team – the board members and the superintendent – must agree to the protocols, practice them, hold themselves accountable, and be public about these expectations.
5. Closing the Achievement Gap
by Dr. Bonita Drolet
Abstract.
The literature is clear and unequivocal on closing the achievement gap. An extensive, but not exhaustive review of the literature resulted in twenty six characteristics/behaviors of schools which accomplished this goal.
They included, in no particular order, high quality pre-school, alignment of Pre-K through college standards, common standards, established partnerships, high quality teachers, teacher experience, professional development, culture, high expectations, clear goals, a focus on learning, accountability, rigorous curriculum, assessments, incentives/rewards, information systems, data analysis and use, collaboration, high speed networks, flexibility, leadership, funding, frequent observations, hands on projects, focus beyond high school, and established support systems.
Further synthesis of the frequency of the characteristics resulted not only in a refined list, but a priority of behaviors/characteristics to be implemented.
Closing the Achievement Gap occurs in schools that are focused on the following:
- Strong leadership
- Changing the existing culture
- Retrain or train high quality teachers
- Insist on Curriculum rigor
- Have high expectations
- Establish clear goals
- Focus on Learning
- Provide support
- Plan embedded professional development
- Schedule collaboration
- Use and analyze data
- Form partnerships
Closing the achievement gap for all students, English Language Learners, minority, high poverty and special education, is difficult but not impossible if the above twelve items are implemented. While there are additional items mentioned above, these twelve occur over and over in the literature. Stay focused on them and you will find that your students will succeed and that pesky learning gap will be closed for good.
6. An examination of models for local control other than sanctions.
by Lawrence Kemper
Abstract Coming Soon.
RESEARCH STRANDS FOR 2010
7. Charter Schools: To Implement or Not
by Thomas R. Harvey
Abstract.
This policy paper analyzes the current literature on charter schools. It discusses how you start them and the status of their performance. It analyzes their cost and gives examples of best practices in charter schools. It ends with a list of recommendations which are:
- Do not start any high school charter schools
- Do not implement any charter programs for minority students merely based on their ethnicity
- Start elementary and middle charter schools that serve ELL students and students in poverty (30% enrolled free and reduced lunch program)
- Implement charter schools with an eye to:
- Empowerment
- Shared Vision
- Culture of High Expectation
- Flexibility
- Collaboration
- Hard Work
- Implement the keys to success in TPS
8. Building Emotional Safety for Academic Success in Title I Schools
by Carol Van Vooren, Ed.D.
Abstract.
Successful academic achievement begins with securing emotional safety; giving students a sense of belonging and contribution in a school community. The adults involved in a child’s academic career can encourage or discourage his or her feelings of emotional safety. This paper will describe the best practices and policy recommendations for school leaders to promote a culture of emotional safety, leading to increased student academic success for all students.
9. Taking the Lead
by Lucy Medina, Ed.D.
Lisa Urrea, Ed.D.
Abstract.
Abstract
Educators face an ever-increasing demand for effective strategies to support English Learner achievement. While California has implemented major reforms to address the underachievement of students and close the achievement gap, the current path still threatens to leave many children behind. How do we create better outcomes for youth? One can achieve this by cultivating an environment of high expectations, coupled with training personnel who understand both the academic and socio-cultural needs of the students. A paradigm shift from rote learning toward critical thinking will transform the lives of many students and will change the face of education.
Three policy recommendations can help bring this shift about: 1) Establish mandatory ongoing staff development and in-service training for all stakeholders including English Learners in the new paradigm; 2) Provide individualized academic and social support for English Learners; and 3) Establish meaningful parent and community partnerships to support English Learners.
10. What Processes Do Districts Use To Determine Budget Cuts?
by Dr. Cindy Thomas-Cary
Abstract.
The State of California has experienced deep reductions to revenue in the past three years as a result of the current recession and spiraling financial obligations. The loss in revenue has resulted in severe budget cuts to K12 funding totaling more than a $17 billion dollar reduction to California’s K12 school districts’ budgets. A recent survey of California K12 school district superintendents identified important strategies used by districts to determine
budget cuts and implementation at the district level. The conceptual framework for this study was the Six Step Problem Solving Model developed by Harvey, Bearley, & Corkrum (1997).
The California K12 superintendents responding to the survey identified the following thirteen strategies as being somewhat important to very important evidenced by means of 4.67 to 5.94 on a 6.0 scale:
1. Develop a clear sense of an organization’s vision to support the decision making process.
2. Establish norms for all decision teams & groups/stakeholders involved in process.
3. Communicate a clear understanding of the budget problem to all groups/stakeholders including teachers, classified, administration, parents, community, etc.
4. Focuses on the budget reduction problem as an opportunity or challenge versus a negative problem.
5. Keep stakeholders informed during the entire process for transparency.
6. Develop a clear understanding of the criteria prior to developing solutions.
7. Involve decision team groups/stakeholders in generating and prioritizing possible solution criteria.
8. Encourage creative brainstorming to generate possible solutions to accomplish the budget reductions necessary for the fiscal year.
9. Clarify the decision-making process to all groups/stakeholders including teachers, classified, administration, board, parents, community, etc.
10. Avoid voting and work for consensus when narrowing possible solutions or solution recommendations.
11. Involve a cross section of all stakeholders in the budget reduction process.
12. Keep the board informed of each step of the budget reduction process implemented by the district.
13. Establish collaborative relationships with employee bargaining units prior to the onset of budget crises.
An analysis of data from this survey resulted in the follow recommendations for K12 Education superintendents and policy makers:
1. Diligently work to establish positive relationships/communication with bargaining
units.
2. Provide support and training for key decision makers regarding successful decision making strategies and a normative-rational decision making model.3. Maintain a strong focus on communication and consensus building before moving to the voting solution.
4. Institutionalize the importance of norms as part of the process for all groups involved with the budget reduction process and revisiting them when membership changes.
11. What Can Public Schools Do To Implement Pre-K Programs?
by Dr. Cindy Thomas-Cary
Abstract.
Thousands of 4-year-old children in California are on waiting lists to attend public pre-kindergarten programs. This policy study examines the multifaceted network of financing available to create spots for children in public school pre-kindergarten programs. Options include: state, federal, and private funding or some combination of the three.
12. Changing Toxic School Cultures
by Dr. Bonnie Drolet
Abstract.
Most people entering a school in America can tell if it is a positive experience. Oftentimes, they can’t tell you why they have those feelings. It is merely the culture of the school they are inundated with. The culture exists in how they are welcomed, how the students are behaving, the temperament of the staff they interact with, and what values are apparent. Culture determines whether students are actively engaged in learning, whether staff members enjoy their jobs and whether there is a spirit of active communication. Not all schools have a positive culture; some just need a little help towards becoming a positive culture and others are downright toxic.
Martinez Sookradge (2010) describes a toxic culture as one in which any new input is ultimately transformed into something that is stripped of any semblance of positive outlook, enthusiasm, and potential. On the other hand, descriptors of a positive school climate are ones of collaboration and communication.
According to Hobby of the Hay Group (2004), there are five “reinforcing behaviors” that send strong positive signals to school personnel, students and parents. The five are: rituals, hero making, storytelling, symbolic display, and rules. These five behaviors and expressed throughout the literature in many different ways and it is vital to a school for the leader to know how to turn a toxic or near toxic school into one that is positive and productive.
The type of culture a school has matters. Deal and Peterson (1999) write that a strong, positive culture serves beneficial functions that include: fostering effort and productivity; improving collegial and collaborative activities that in turn promote better communication and problem solving; supporting successful change and improvement efforts; building commitment and helping students and teachers identify with the school; amplifying energy and motivation of staff members and students; and focusing attention and daily behavior on what is important and valued.
It is essential for school leaders to take the time and initiative to build a positive culture using the following 14 strategies: Analyze the situation; develop core values/tenets; determine the shared vision for the future; develop norms for behavior; promote shared leadership; analyze the data; write clear goals and expected outcomes derived from the data; set high expectations; develop a communication system; incorporate a shared decision making process; encourage shared tasks; provide for a safe environment; plan celebrations/recognitions; and encourage story telling.
RESEARCH PAPERS FOR 2011
13. 21st Century Schools
by Dr. Thomas Harvey
Abstract.
This concept paper deals with the often misunderstood 21st Century School Movement. It explains what it is, where you can find it in practice and some cautions about implementing 21st Century Schools. It ends with the conclusion: “The expense of this potentially transformational change is far too great to make it really practical for most districts. This makes me sad.”
14. Effective Grading Practices
K-12
by Dr. Conni Campbell
Abstract.
A survey of teachers was performed by this researcher. The sample population included teachers in kindergarten through twelfth grade classrooms, both public and private. A total of 250 teachers were sent the survey and 143 teachers responded to the survey from 15 elementary, middle and high schools across San Diego County.
The electronic survey consisted of 10 multiple choice questions to describe the extent to which teachers emphasized different assessment and grading practices. Specifically, the research questions addressed:
- to what degree teachers considered non-academic factors in the calculation of a final course grade (homework submission, attendance, behavior and attitude)
- to what degree teachers considered final acquisition of knowledge on the topic, rather than failures along the way, in the calculation of a final course grade
- to what degree missed homework or other assignments affected the calculation of a final course grade, even if test data showed the student had proficient knowledge of the topic
- to what degree teachers used specific written feedback on exams to enhance student learning
- to what degree teachers allowed exam re-takes to capture new student understanding after feedback was given
This researcher found several consistencies with past research: 1) the majority of teachers surveyed use several non-academic factors in the calculation of a final course grade, 2) most teachers average every score earned regardless of final understanding of the content, 3) assigning a zero for missing work is a prevalent practice, mathematically misrepresenting student understanding of the content, and 4) allowing students to retake exams after corrective feedback is given is rare. Not studied in the previous research cited, but found in this study, was that 1) 67.1% of respondents include corrective feedback on half or more of the assignments turned in by their students, but 2) only 26.6% allow students to retake one or more exams after corrective feedback is delivered.
The extent to which each of these practices occurs across an entire county of schools is discussed in detail.
15. TRANSITIONAL KINDEGARTEN
by Dr. Denise Meek
Abstract.
The Kindergarten Readiness Act amended the California Education Code by changing the required birthdate for admission to kindergarten and first grade to ensure that all children enter kindergarten at age five. The Kindergarten Readiness Act also established a transitional kindergarten program beginning in the 2012-2013 school year to prepare young children to be successful in kindergarten and beyond.
Transitional kindergarten offers benefits for the District and its students alike. For example, research indicates that entering kindergarten at a later age improves children's social and academic development, and affects student outcomes including grade retention, special education enrollment, and higher student achievement test scores.
All districts that currently offer kindergarten must offer transitional kindergarten as part of a two-year kindergarten experience for students born between September and December. Importantly, the Kindergarten Readiness Act was designed to be cost neutral.
16. Evaluation of Public School Teachers and The Role of Value-Added Measures
by Dr. Doug DeVore
Abstract.
This policy paper addresses the evaluation of public school teachers and the use of student data as the factor for determining effectiveness of an individual teacher on student achievement. The paper examines the literature base supporting and questioning the use of statistical value-added measures (VAM) to evaluate teachers. Three current models for value-added measures teacher evaluation are briefly discussed (Educational Value-Added Assessment System, Dallas Value-Added Accountability System, & Rate of Expected Academic Change). The paper concludes that the use of value-added measures will be a component of public education teacher evaluations systems and proposes several recommendations to be considered by policy makers, administrators and teachers.
17. Exiting From English Language Learner Programs
by Dr. Paula Blocker
Abstract.
Based on a report from the National Clearinghouse for English Language Learners (2011), the number of English Language Learners (ELL) increased from 3.5 million to 5.3 million from the 1997-98 school year to the 2008-09 school year. The increased number of ELL students creates a challenge for educators in providing the most efficient and effective second language acquisition program to ensure a high level of English language development and academic success for these students in a timely manner.
Language acquisition is a complex and developmental process which requires time and intentional focus. How much time does it take ELL students to become proficient in English? It depends on the level of English language mastery educators set for these students.
In 1998, California voters passed Proposition 227. This English Only initiative mandated a one year immersion in English with expectation that within the one year ELL would learn English quickly enough to then be successfully mainstreamed into the regular academic program. According to Stephen Krashen (Krasen, 1981) teachers of newly arrived ELL students will find these students work through “the silent period” in which the students may be unable to speak in English or may not feel secure enough to try the new language. The silent period can last a few weeks up to 6 months, depending on the students’ comfort level, personality or culture. At the end of one year the students appear to have Level 1 ability in English, that is to say the ability to listen and speak English at a Basic proficiency level as identified on the California English Language Development Test (CELDT).
In Level 2 the ELL continues to build oral language proficiency and at the same time focus on academic content learning. In this phase ELL students can take from five to seven years to achieve an advanced level on the CELDT. Cognitive Academic Language Profiency (CALP) becomes cognitively demanding as it requires the language and an understanding of higher level thinking skills such as synthesizing, evaluating, inference. This phase moves from context embedded to context reduced since information is gained from teacher led lessons or from reading a textbook. At this Level 2 stage educators begin noting ELL growth on the CELDT and on state academic assessments when they are provided with highly focused and consistent service.
Policy recommendations outline a purposeful and intentional focus on taking ELL students beyond a Level 1 ability to navigate the English language into a Level 2 ability where these students not only speak and understand English but master the academic content as well.
18. Professional Learning Communities and Their Impact on Student Achievement
by Perry P. Wiseman, Ed.D. & Hector Arroyo, Ed.D.
Abstract.
Purpose: The purpose of this meta-evaluation study was to determine whether there is a difference in student achievement between schools that implement the Professional Learning Community (PLC) framework and schools that do not implement the PLC framework.
Methodology: The researchers employed a meta-evaluation research design that included gathering, synthesizing, and reporting the combined results of 13 dissertations on PLCs and student achievement. In searching for the studies in ProQuest, the key terms "student achievement" and "Professional Learning Communities" were used. All the research studies examined were conducted between the years 2008 and 2010.
Findings: Nine out of the 13 (69%) studies rendered a statistical significance in the relationship between the implementation of PLCs and student achievement. Although the other four did not find a relationship between the overall implementation of PLCs and student achievement, two of those four did find a positive relationship with certain sub-domains of a PLC. By and large, there was a considerable discrepancy in the instruments used to assess the implementation of PLCs.
Conclusions: While there did exist a positive relationship in more studies than not, and the levels of achievement varied from one study to another, it was obvious that implementation of PLCs was highly inconsistent. When the 13 researchers' recommended strategies for successful PLC implementation were combined and categorized, three overarching themes emerged. They were: (a) understanding and implementation of PLCs, (b) resources and structures for PLCs, and (c) leadership within PLCs.
Implications for Action: The researchers of this study suggested that schools and districts should continue to build (or begin) their implementation of PLCs. Recommendations were also made, based on the three overarching themes, to assist practitioners in the planning, implementation, and institutionalization of PLCs which lead to gains in achievement.
Dissertation Abstracts
Training with the brain in mind: A study of brain-compatible strategies and their relationship to elementary grades K--6 teacher professional development
by Buster, Sue, Ed.D., University of La Verne, 2008 , 257 pages; AAT 3301961.
Purpose . The purpose of this study was: (1) to identify, through a review of the literature, prominent brain-compatible strategies; (2) to identify which brain-compatible strategies are used when training or teaching K-6 teachers in the area of K-6 content, skills, and instructional strategies; and (3) to identify which specific brain-compatible strategies are being used and their effectiveness for specific adult learning outcomes for K-6 teachers.
Methodology . This study utilized the descriptive research design to focus on the purpose and questions intended for exploration. A qualitative descriptive design was used to seek out the opinions and perceptions of participants as they related to brain-compatible strategies and K-6 teacher professional development. The interview questions were asked in a predetermined order. Of the eight interviews conducted seven were face-to-face and one was completed by telephone. The interviewees' responses were recorded and analyzed using tables displaying frequency of specific responses.
Findings . Examination of qualitative data from the review of the literature and eight interviews revealed eighteen brain-compatible strategies. Secondly, the most effective strategies were identified under training circumstances, such as a core curriculum adoption, content skill and standards mastery, and instructional strategies. Thirdly, learner outcomes were matched to effective brain-compatible strategies named by the interviewees.
Conclusions . The study data support the conclusions: (1) experts deliberately chose professional development strategies to match the audience's needs; (2) teachers have always recognized effective teaching strategies, brain research explains why it works; (3) understanding basic brain anatomy and terminology is important for teachers to analyze research; (4) teachers need to be good consumers of brain research; (5) effective professional developers consistently prescreen and research the needs of their audiences before training; and (6) brain-compatible strategies which are based on socializing and interacting appear to work most effectively during professional development.
Recommendations . Further research is advised: (1) to determine the effectiveness of teachers trained using brain-compatible strategies and the academic achievement of the students whom they teach, and (2) to determine the perceptions of the extent of personal learning for teachers who receive training where brain-compatible strategies are used during the training.
Professional Learning Communities and the effectiveness of the teams within those communities
by Wiseman, Perry P., Ed.D., University of La Verne, 2008 , 282 pages; AAT 3322850
Purpose. The purpose of this study was to determine if there is a difference in the degree of teamness in middle school teams whose schools have strong evidence of the five dimensions of a Professional Learning Community, compared to middle school teams in schools that do not have strong evidence of the five dimensions of a Professional Learning Community.
Methodology. The researcher employed a descriptive and ex post facto study, which included middle school principals and their respective teachers in the County of San Bernardino, California. The two survey instruments utilized for data collection consisted of Huffman and Hipp's (2002) "Professional Learning Community Questionnaire" and Harvey and Drolet's (2003) "Characteristics of Effective Teams Survey."
Findings. This study found that the aggregate of teacher responses rendered a significant difference in the each of Harvey and Drolet's 17 Characteristics of Effective Teams. Additionally, this study found that the means of the school means displayed a significant difference in 15 of the 17 Characteristics of Effective Teams. The data also revealed that both the schools with strong evidence of a Professional Learning Community and those schools without strong evidence of a Professional Learning Community had a substantial degree of teamness.
Conclusions. Although each group had considerable degrees of teamness, the significant differences in means put forth the conclusion that schools attempting to build a Professional Learning Community should attend to each of the 17 Characteristics of Effective Teams. It was also concluded that schools without strong evidence of a Professional Learning Community ought to spend additional time on teambuilding activities that nurture collegial relationships.
Implications for Action. Recommendations were made to assist practitioners in the charge of building a Professional Learning Community. Specific teambuilding processes were suggested. Furthermore, the researcher proposed that school principals should designate time to properly train, develop, and empower individuals who will be leading teams.
