Using Data to Close the Achievement Gap
Share

Using Data to Close the Achievement Gap

How to Measure Equity in Our Schools

Foreword by Anne Wheelock



© 2002 | 336 pages | Corwin

"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."
Joseph Burke, Superintendent of Schools
Springfield Public Schools
Springfield, MA

"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."
Vinetta C. Jones, Dean
School of Education, Howard University

"From Johnson's penetrating analysis of current research, policies, and practices, and her wealth of experiences working with school districts around the nation, she clearly makes the connection between using data and achieving equitable outcomes as districts and schools struggle to close the achievement gap."
Aukram Burton, Diversity/Multicultural Specialist
Gheen Professional Development Academy
Louisville, KY

"This book represents a significant contribution to the national debate around school reform. Ruth Johnson presents a thoughtful, well-documented treatise on how educators, policymakers, and parents can use data to set achievement goals and to measure progress towards these goals."
Walter Allen, Professor
Department of Sociology, UCLA

Exercise the power of data to identify and rectify educational inequalities!

Student populations are diverse—however, their access to knowledge and success should not be. Unfortunately, statistics show that real disparities do exist in academic achievement, which consistently coincide with income level and race. In this comprehensive guide, Ruth S. Johnson highlights compelling evidence that these inequities can be linked to school practices that inadvertently increase inequities. The solution to this pervasive problem lies in the collection and examination of appropriate data, and this book shows readers how.

This updated edition of Setting Our Sights: Measuring Equity in School Change now includes current studies, policies, and practices, and provides new sections on data dialogues and school indicators. It offers valuable assistance for understanding, visioning, planning, and executing tactics that can successfully close the gap in student achievement, including:

  • Straightforward and in-depth discussions of the five stages for equity reform
  • Clear and easy-to-understand explanations of research findings
  • Practical tools including questionnaires, surveys, forms, and models
  • Tips for effectively gathering, analyzing, and applying data

Johnson shows how data is instrumental not only in targeting areas for improvement, but also in offering insights into the necessary steps to foster positive change and create a culture of high achievement for all students, especially those students who have traditionally been overlooked. An indispensable reference for any school undergoing a quality review process, this reader-friendly manual presents practical how-to's for analyzing data and developing a strategy that empowers teachers and administrators with an equal opportunity for success.

Anne Wheelock
Foreword: A Strategy to Challenge Inequality
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

"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." 

Joseph Burke, Superintendent of Schools
Springfield Public Schools, MA

"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."

Vinetta C. Jones, Dean, School of Education
Howard University

"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."

Laurie Olsen, Chief Program Officer
California Tomorrow

"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." 

Aukram Burton, Diversity/Multicultural Specialist
Gheens Professional Development Academy, Louisville, KY

"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."

Walter Allen, Professor of Sociology
University of California, Los Angeles

For instructors

Please select a format:

Purchasing options

Please select a format:

ISBN: 9780761945093
61.19 CAD
£28.99
44.95 INR
$44.95