Education Drivers

State Education Agencies

Publications

TITLE
SYNOPSIS
CITATION
Performance Architecture: Improving the Performance of Organizations

This paper introduces performance architecture as a framework that allows someone to assess all features of an organization so that the parts of the system can be aligned to support an innovation. 

Addison, R. (2012). Performance Architecture: Improving the Performance of Organizations Retrieved from ../../uploads/docs/2012%20Wing%20Summit%20RA.pdf.

A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work

This paper explores an alternative principal development program that combines the development of shared leadership and individual leaders as schools pursue their learning-improvement agendas.

Bellamy, T. (2015). A Research-Informed Design for Preparing Principals: What We Could Do Differently and Why It Might Work Retrieved from ../../uploads/docs/2015WingSummitTB.pdf.

Seeking the Magic Metric: Using Evidence to Identify and Track School System Progress

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions?

This paper provides an overview of the considerations when introducing evidence-based services into established mental health systems.

Chorpita, B. F., & Starace, N. K. (2010). Evidence-Based Practice in the Broader Context: How Can We Really Use Evidence to Inform Decisions? Journal of Evidence-Based Practices for Schools, 11(1), 4-29.

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

This paper presents RtI as a continuous evaluation cycle: problem identification, problem analysis, goal setting, plans implementation and plan evaluation.

Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.

Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform

Schools are often expected to implement innovative instructional programs.  Most often these initiatives fail because what we know from implementation science is not considered as part of implementing the initiative.  This chapter reviews the contributions implementation science can make for improving outcomes for students.

Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. Handbook on Innovations in Learning, 31.

Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

Detrich, R., Keyworth, R. & States, J. (2010). Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Journal of Evidence-Based Practices for Schools, 11(1), 4-29.

A roadmap to evidence-based education: Building an evidence-based culture

Increasing education’s reliance on evidence to guide decisions requires a significant change in the culture of districts and schools. This paper reviews the implications of moving toward evidence-based education.

Detrich, R., Keyworth, R., & States, J. (2007). A Roadmap to Evidence-based Education: Building an Evidence-based Culture. Journal of Evidence-based Practices for Schools, 8(1), 26-44.

Sustainability of evidence-based programs in education

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30-46.

Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model

This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.

Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45-61.

From “learning to learn” to “training to teach”: Changing the culture of teacher preparation

This paper considers issues confronted by National Council on Teacher Quality (NCTQ) upon publishing their second edition of Teacher Prep Review, a comprehensive evaluation of programs that train new teachers. Changing the culture of teacher preparation has proven to be extremely challenging. The paper examines the deeply entrenched preparation program culture that has been resistant to changes proposed by policy makers, school systems, and the public. Arthur reviews the current state of teacher preparation, the efforts of NCTQ to raise the standards of preparation, and looks at what can be done in the future to continue the progress that has been already achieved.

McKee, A. (2014). From “learning to learn” to “training to teach”: Changing the culture of teacher preparation Retrieved from ../../uploads/docs/2014%20Wing%20Summit%20AM.pdf.

Change Leadership: Innovation in State Education Agencies

This paper identifies the critical role State Education Agencies play in successful school culture change and discusses a framework for "change leadership".

Redding, S. (2012). Change Leadership: Innovation in State Education Agencies Retrieved from ../../uploads/docs/Redding%20ChangeLeadership.pdf.

School-wide positive behavior support: Establishing a continuum of evidence based practices

This paper provides an overview of "lessons learned" from efforts to sustain and scale-up a school-wide continuum of evidence-based behavioral practices and systems in schools.

Sugai, G., & Horner, R. H. (2010). School-wide positive behavior support: Establishing a continuum of evidence based practices. Journal of Evidence-Based Practices for Schools, 11(1), 62-83.

TITLE
SYNOPSIS
CITATION
Investigating the influence of distributed leadership on school effectiveness: A mediating role of teachers’ commitment.

The purpose of this study is to investigate the influence of distributed leadership (DL) on school effectiveness (SE) in junior secondary schools in Katsina State, Nigeria. The study also investigates if teachers’ commitment (TC) mediates the relationship between DL and SE.

Ali, H. M., & Yangaiya, S. A. (2015). Investigating the influence of distributed leadership on school effectiveness: A mediating role of teachers’ commitment. Journal of Educational and Social Research5(1), 163–174. https://core.ac.uk/reader/228577190

 
Teacher Induction Programs: Trends and Opportunities

State-level policy support for teacher induction programs can help teachers realize their full potential, keep them in the profession, promote greater student learning, and save money. Higher education institutions and school districts must work together to provide high-quality and well-designed induction programs. 

American Association of State Colleges and Universities (AASCU). (2006). Teacher induction programs: Trends and opportunities. Policy Matters, 3(10), 1–4.

Effects of the Missouri Career Ladder program on teacher mobility.

This paper seeks to estimate the effect that Career Leader (CL) program has had on teachers’ career decisions, specifically their decisions to stay in a specific school district or to remain in the teaching field.

Booker, K., & Glazerman, S. (2009). Effects of the Missouri Career Ladder program on teacher mobility. Washington, DC: Mathematica Policy Research. https://files.eric.ed.gov/fulltext/ED507470.pdf

Achieving Equitable Accessing to Strong Teachers: A Guide for District Leaders

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

Bromberg, M. (2016). Achieving Equitable Access to Strong Teachers: A Guide for District Leaders. Education Trust.

Investigating connections between distributed leadership and instructional change.

In this chapter of "Distributed leadership: Different perspectives" the authors take a small step towards addressing such questions by investigating the association between the distribution of leadership to teachers and instructional change in schools.

Camburn, E., & Han, S. W. (2009). Investigating connections between distributed leadership and instructional change. In A. Harris (Ed.), Distributed leadership: Different perspectives (pp. 25–45). Dordrecht, Netherlands: Springer.

 

 
Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality

This paper discusses the search for a “magic metric” in education: an index/number that would be generally accepted as the most efficient descriptor of school’s performance in a district.

Celio, M. B. (2013). Seeking the Magic Metric: Using Evidence to Identify and Track School System Quality. In Performance Feedback: Using Data to Improve Educator Performance (Vol. 3, pp. 97-118). Oakland, CA: The Wing Institute.

Buried Treasure: Developing a Management Guide From Mountains of School Data

This report provides a practical “management guide,” for an evidence-based key indicator data decision system for school districts and schools.

Celio, M. B., & Harvey, J. (2005). Buried Treasure: Developing A Management Guide From Mountains of School Data. Center on Reinventing Public Education.

Learning to lead together: The promise and challenge of sharing leadership.

Through real-life single and multiple case studies, This book addresses how principals and their staffs struggle with the challenge of shared leadership, how they encourage teacher growth and development, and how shared leadership can lead to higher levels of student learning. 

 

Chrispeels, J. H. (Ed.). (2004). Learning to lead together: The promise and challenge of sharing leadership. Thousand Oaks, CA: SAGE Publications.

 
Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process

Daly, III, E. J., Kupzyk, S., Bossard, M., Street, J., & Dymacel, R. (2008). Taking Response to Intervention to Scale: Developing and Implementing a Quality Response-to-Intervention Process. Journal of Evidence-Based Practices for Schools, 9(2), 102-127.

Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge

The authors study the mal-distribution of teachers and examine its causes then describe examples of both states and local school districts that have fashioned successful strategies for strengthening their teaching forces. 

Darling-Hammond, L., and Sykes, G. (2003). Wanted: A national teacher supply policy for education: The right way to meet the “highly qualified teacher” challenge. Education Policy Analysis Archives11(33), 1–55.

Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform

Over the last fifty years, there have been many educational reform efforts, most of which have had a relatively short lifespan and failed to produce the promised results. One possible reason for this is for the most part these innovations have been poorly implemented. In this chapter, the author proposes a data-based decision making approach to assuring high quality implementation.

Detrich, R. Innovation, Implementation Science, and Data-Based Decision Making: Components of Successful Reform. In M. Murphy, S. Redding, and J. Twyman (Eds). Handbook on Innovations in Learning, 31. Charlotte, NC: Information Age Publishing

Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs.

Reform efforts tend to come and go very quickly in education. This paper makes the argument that the sustainability of programs is closely related to how well those programs are implemented.

Detrich, R., Keyworth, R. & States, J. (2010). Treatment Integrity: A Fundamental Unit of Sustainable Educational Programs. Journal of Evidence-Based Practices for Schools, 11(1), 4-29.

Sustainability of evidence-based programs in education

This paper discusses common elements of successfully sustaining effective practices across a variety of disciplines.

Fixsen, D. L., Blase, K. A., Duda, M., Naoom, S. F., & Van Dyke, M. (2010). Sustainability of evidence-based programs in education. Journal of Evidence-Based Practices for Schools, 11(1), 30-46.

Harming Our Common Future: America's Segregated Schools 65 Years after Brown

The publication of this report marks the 65th anniversary of Brown v. Board of Education, the landmark U.S. Supreme Court case declaring racial segregation in public schools unconstitutional. This report shows that the growth of racial and economic segregation that began then has now continued unchecked for nearly three decades, placing the promise of Brown at grave risk. Research shows that segregation has strong, negative relationships with the achievement, college success, long-term employment and income of students of color. 

Frankenberg, E., Ee, J., Ayscue, J. B., & Orfield, G. (2019). Harming our Common Future: America's Segregated Schools 65 Years after Brown.

Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model

This paper examines the evidence-based education issues that come into play with the implementation of a Positive Behavior Support school culture.

Lewis-Palmer, T., & Barrett, S. (2007). Establishing and sustaining statewide positive behavior supports implementation: A description of Maryland’s model. Journal of Evidence-Based Practices for Schools, 8(1), 45-61.

Common Core’s Major Political Challenges for the Remainder of 2016

This article elaborate on a topic "What to expect in Common Core immediate political future". Here, they discuss four key challenges that CCSS will face between now and the end of the year. Common Core is now several years into implementation.  Supporters have had a difficult time persuading skeptics that any positive results have occurred. The best evidence has been mixed on that question. The political challenges that Common Core faces the remainder of this year may determine whether it survives.

Loveless, T. (2016). Common Core’s Major Political Challenges for the Remainder of 2016. Brookings Institute. Retrieved from https://www.brookings.edu/blog/brown-center-chalkboard/2016/03/30/common-cores-major-political-challenges-for-the-remainder-of-2016/

The place of “social justice” in the field of educational administration: A journal-based historical overview of emergent area of study

The purpose of this chapter was to trace the place of “social justice” in the field's discourse since the early 1960s, the decade in which the first academic journals of the field appeared. More specifically, the chapter aims at (1) presenting the emergence of “social justice” as an area of study in the field's journals from a historical perspective and (2) analyzing the major topics related to this area of study and its types of publication. 

Oplatka, I. (2014). The place of “social justice” in the field of educational administration: A journal-based historical overview of emergent area of study. In I. Bogotch & C. M. Shields (Eds.), International handbook of educational leadership and social (in)justice (pp. 15–35). Dordrecht, Netherlands: Springer.

 
Effective schools: A review

A review of school effectiveness literature is presented in this paper. Research studies and other literature on this topic are examined, including case studies, surveys and evaluations, studies of program:implementations, and organizational theories of schools and other institutions.

Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. Elementary School Journal, 83(4), 427–452. https://files.eric.ed.gov/fulltext/ED221534.pdf

Inclusive leadership and social justice for schools

This article sketches out a framework for inclusive leadership. As one of the constellation approaches to leadership and social justice, inclusive leadership is concerned first and foremost with inclusion, both in its processes and the ends for which it strives.

Ryan, J. (2006). Inclusive leadership and social justice for schools. Leadership and Policy in Schools5(1), 3–17. https://tspace.library.utoronto.ca/bitstream/1807/32335/1/RyanFinal.Inclusive%20Leadership%20and%20Social%20Justice%20for%20schools.pdf

School leadership effects revisited: Review and meta-analysis of empirical studies.

The bulk of the study is dedicated to an analysis of the empirical research literature on leadership effects. This includes the presentation of results from an earlier meta-analysis carried out by the authors, a summary of other meta-analyses, and a new meta-analysis based upon 25 studies carried out between 2005 and 2010.

Scheerens, J. (Ed.). (2012). School leadership effects revisited: Review and meta-analysis of empirical studies. Dordrecht, Netherlands: Springer.

 
Principal leadership and school performance: An examination of instructional leadership and organizational management.

The authors use principals’ self-ratings to construct typologies of effectiveness in both domains and compare their relationship to student achievement. Results show that principals view themselves as either strong or weak on instructional leadership and organizational management skills simultaneously. They also find that learning gains vary significantly across the principal profiles.

Sebastian, J., Allensworth, E., Wiedermann, W., Hochbein, C., & Cunningham, M. (2019). Principal leadership and school performance: An examination of instructional leadership and organizational management. Leadership and Policy in Schools18(4), 591–613. https://www.tandfonline.com/doi/pdf/10.1080/15700763.2018.1513151?needAccess=true

 
Investigating school leadership practice: A distributed perspective.

This 4-year longitudinal study, funded by the National Science Foundation and the Spencer Foundation, is designed to make the “black box” of leadership practice more transparent through an in-depth analysis of leadership practice. This research identifies the tasks, actors, actions, and interactions of school leadership as they unfold together in the daily life of schools. 

Spillane, J., Halverson, R., & Diamond, J. (2001). Investigating school leadership practice: A distributed perspective. Educational Researcher30(3), 23–28. http://dm.education.wisc.edu/rrhalverson/intellcont/SpillaneHalversonDiamond%20ER-1.pdf

 
Towards a theory of leadership practice: A distributed perspective.

Building on activity theory and theories of distributed cognition, this paper develops a distributed perspective on school leadership as a frame for studying leadership practice, arguing that leadership practice is constituted in the interaction of school leaders, followers, and the situation.

 
 

Spillane, J., Halverson, R., & Diamond, J. (2004). Towards a theory of leadership practice: A distributed perspective. Journal of Curriculum Studies36(1), 3–34. https://www.researchgate.net/publication/233013775_Towards_a_theory_of_leadership_practice_A_distributed_perspective

Transformational school leadership effects on student achievement.

Based on a synthesis of unpublished transformational school leadership (TSL) research completed during the last 14 years, this study inquired into the nature of TSL and its effects on student achievement using review methods including standard meta-analysis and vote-counting techniques. 

Sun, J., & Leithwood, K. (2012). Transformational school leadership effects on student achievement. Leadership and Policy in Schools11(4), 418-451.

Building a foundation for school leadership: An evaluation of the Annenberg Distributed Leadership Project, 2006–2010

This report describes the Consortium for Policy Research in Education’s mixed-method evaluation of the Distributed Leadership (DL) project. The evaluation featured a cluster randomized control trial, where schools first agreed to participate in the study and then were chosen by lottery to participate in the DL project or serve in the comparison group. Overall there were 16 DL schools and 21 comparison sites in the evaluation.

Supovitz, J., & Riggan, M. (2012). Building a foundation for school leadership: An evaluation of the Annenberg Distributed Leadership Project, 2006–2010. Philadelphia, PA: Consortium for Policy Research in Education, University of Pennsylvania. https://repository.upenn.edu/cgi/viewcontent.cgi?article=1013&context=cpre_researchreports

 
Social justice educational leaders and resistance: Toward a theory of social justice leadership.

A subgroup of principals—leaders for social justice—guide their schools to transform the culture, curriculum, pedagogical practices, atmosphere, and schoolwide priorities to benefit marginalized students. The purpose of the article is to develop a theory of this social justice educational leadership.

Theoharis, G. (2007). Social justice educational leaders and resistance: Toward a theory of social justice leadership. Educational Administration Quarterly43(2), 221–258. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1033.662&rep=rep1&type=pdf

 
Mapping educational leadership, administration and management research 2007–2016.

The purpose of this paper is to examine the development of educational leadership, administration and management (EdLAM) research by identifying thematic strands that hallmark key publications and synthesise major research findings and limitations. 

Tian, M., & Huber, S. G. (2019). Mapping educational leadership, administration and management research 2007–2016. Journal of Educational Administration58(2), 129–150.

A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus.

This article provides a meta-analysis of research conducted on distributed leadership from 2002 to 2013. It continues the review of distributed leadership commissioned by the English National College for School Leadership (NCSL) which identified two gaps in the research during the 1996–2002 period.

Tian, M., Risku, M., & Collin, K. (2016). A meta-analysis of distributed leadership from 2002 to 2013: Theory development, empirical evidence and future research focus. Educational Management Administration and Leadership44(1), 146–164.

What are the different types of principals across the United States? A latent class analysis of principal perception of leadership.

Latent class analysis (LCA) was used to identify different types of principals across the U.S. The authors analyzed the 1999-2000 Schools and Staffing Survey as it presents a unique opportunity to study the different types of U.S. principals since it contains leadership measures not found in other national surveys or administrations. A final sample of 7,650 public schools and principals were included in the analysis.

Urick, A., & Bowers, A. J. (2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly50(1), 96–134. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.1031.4904&rep=rep1&type=pdf

 
Educational leadership and student achievement: The elusive search for an association

This quantitative meta-analysis examines impact of the principal's leadership on student achievement.

Witziers, B., Bosker, R. J., & Kr�ger, M. L. (2003). Educational leadership and student achievement: The elusive search for an association. Educational administration quarterly, 39(3), 398-425.

TITLE
SYNOPSIS
Education News
EducationNews provides coverage, commentaries, and comprehensive views on education issues from all sides of the political spectrum.
National Association of State Boards of Education (NASBE)
NASBE exists to serve and strengthen State Boards of Education in their pursuit of high levels of academic achievement for all students.
National Council on Teacher Quality (NCTQ)

The National Council on Teacher Quality works to achieve fundamental changes in the policy and practices of teacher preparation programs, school districts, state governments, and teachers unions.

The Education Commission of the States

The Education Commission of the States was created by states in order to track state policy trends, translate academic research, provide unbiased advice and create opportunities for state leaders to learn from one another.

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