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Data-driven strategies to improve st...

Lewis, Alan Stephen.

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Data-driven strategies to improve student achievement: A cross-case study of four California schools.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Data-driven strategies to improve student achievement: A cross-case study of four California schools./
Author:	Lewis, Alan Stephen.
Description:	206 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2047.
Contained By:	Dissertation Abstracts International66-06A.
Subject:	Education, Administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3180366
ISBN:	0542204460

Data-driven strategies to improve student achievement: A cross-case study of four California schools.
Lewis, Alan Stephen.

Data-driven strategies to improve student achievement: A cross-case study of four California schools. - 206 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2047.

Thesis (Ph.D.)--University of Southern California, 2005.

Public schools in the United States are in the midst of a reform that is attempting to significantly improve student achievement in all schools, for all students. This cross-case study reviews research completed on four public schools that operate within the context of California's accountability system. These multi-ethnic urban schools, two elementary and two senior-high, share a reputation for effectively utilizing student achievement data to continuously improve annual results on state assessments.

ISBN: 0542204460Subjects--Topical Terms:

626645
Education, Administration.

Data-driven strategies to improve student achievement: A cross-case study of four California schools.
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245 1 0 $a Data-driven strategies to improve student achievement: A cross-case study of four California schools.
300 $a 206 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2047.
500 $a Adviser: David D. Marsh.
502 $a Thesis (Ph.D.)--University of Southern California, 2005.
520 $a Public schools in the United States are in the midst of a reform that is attempting to significantly improve student achievement in all schools, for all students. This cross-case study reviews research completed on four public schools that operate within the context of California's accountability system. These multi-ethnic urban schools, two elementary and two senior-high, share a reputation for effectively utilizing student achievement data to continuously improve annual results on state assessments.
520 $a This secondary study compares and contrasts the data-driven improvement strategies central to efforts to improve student achievement. The analysis is guided by four research questions which focus on the frequency and general characteristics of data-driven improvement trainings, data collection and analysis of student performance data. The fourth research question investigates the degree to which each of the four schools attain their student achievement goals.
520 $a This study revealed that all four schools had data related trainings ranging from four times per year to one session each week. In addition to the state-mandated assessments, all schools collected and analyzed student performance data in multiple subject areas throughout the school year. All schools in this study showed measurable improvement in state assessment results during the years their data-driven improvement strategies were in place. In spite of this, most of the schools shared the teacher concerns for more training and more immediate access to student data.
520 $a This cross-case study also looks at the implementation of data-driven improvement strategies from the perspective of successful improvement in high performance organizations as well as the leadership qualities that facilitate improvement. There were distinct differences among the schools in the areas of developing a broad instructional leadership base and an active and visible involvement of management in the improvement process. Site management at the secondary schools appeared to be more involved in the improvement efforts than did those at the elementary schools.
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