This paper defines school culture change as a "wicked problem", exacerbated by its incredible complexity, interdependence of variables and stakeholders, and “messy” solutions.
Keyworth, R. (2014). The Importance and Challenges of Bridging the Culture Gap [Powerpoint Slides]. Retrieved from 2014-wing-presentation-intro-randy-keyworth.
In academic year 2017–18, there were 3,883 degree-granting institutions in the United States1 with first-year undergraduates: 2,407 were 4-year institutions offering programs at the bachelor’s or higher degree level and 1,476 were 2-year institutions offering associate’s degrees and other certificates. Some of the differences in the characteristics of 4-year and 2-year institutions may be related to their differing institutional missions.
Characteristics of Degree-Granting Postsecondary Institutions. (2019). NCES. Retrieved from https://nces.ed.gov/programs/coe/indicator_csa.asp
This report is a call to action for chiefs and an invitation to our colleagues, especially members of NASBE and NGA who contributed to this report. The recommendations contained in this report focus on the levers for change that are the responsibility of state education agencies (SEAs) and, where applicable, their partner professional standards boards: licensure; program approval; and data collection, analysis, and reporting.
Our responsibility, Our promise: Transforming Educator Preparation and Entry Into the Profession. (2012). Washington, DC: The Council of Chief State School Officers. Retrieved from https://www.ccsso.org/sites/default/files/2017-10/Our%20Responsibility%20Our%20Promise_2012.pdf
This case study examines the Edna McConnell Clark Foundation's promotion of the Homebuilders type of family preservation services as the sole model worthy of public support.
Adams, P. (1994). Marketing social change: The case of family preservation. Children and Youth Services Review, 16(5-6), 417-431.
In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process.
Darling-Hammond, L., & McLaughlin, M. W. (1995). Policies that support professional development in an era of reform. Phi Delta Kappan, 76(8), 597–604.
The Every Student Succeeds Act (ESSA) returns decision making for our nation’s education back where it belongs – in the hands of local educators, families, and communities – while keeping the focus on students most in need.
Fennell, M. (2016). What educators need to know about ESSA. Educational Leadership, 73, 62–65.
A recently released report from the GAO finds that overall staffing in the Department of Education has fallen from a high of 6,391 in 1981 to 4,077 in 2015, while contracting levels have remained relatively stable. It is important to note that the workload for Department of Education has grown as the budget for the department has increased significantly during this same period. More eliminations of personnel are expected as the Trump administration has called for a further 13.5% reduction. It is interesting to note that the entire federal workforce has experienced a 4% reduction in staffing from 1991 through 2015, while the Department of Education lost 12% of it’s personnel.
Foxx, V., Guthrie, B., Rokita, T. and Rothmam, G. (2107). Department of Education: Staffing Levels Have Generally Decreased Over Time, While Contracting Levels Have Remained Relatively Stable. US Government Accountability Office GAO-17-669R.
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.
Combining insights from multicultural education theory with real-life classroom stories, this book demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through students’ own cultural experiences. This perennial bestseller continues to be the go-to resource for teacher professional learning and preservice courses.
Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice. Teachers College Press.
Despite a significant drop in the use of corporal punishment in schools, a recent study finds corporal punishment is currently legal in 19 states and over 160,000 children are subject to corporal punishment in schools each year. This policy report examines the prevalence and geographic dispersion of corporal punishment in U.S. public schools. The research finds corporal punishment is disproportionately applied to children who are Black, to boys and children with disabilities. Black students experienced corporal punishment at twice the rate of white students, 10 percent versus 5 percent. This report summarizes sources of concern about school corporal punishment, reviewing state policies related to school corporal punishment, and discusses the future of school corporal punishment in state and federal policy.
Gershoff, E. T., & Font, S. A. (2016). Corporal Punishment in US Public Schools: Prevalence, Disparities in Use, and Status in State and Federal Policy. Social Policy Report, 30(1).
Dear Colleagues Letter: Resource Comparability is a letter written by United States Department of Education. This letter was meant to call people attention to disparities that persist in access to educational resources, and to help address those disparities and comply with the legal obligation to provide students with equal access to these resources without regard to race, color, or national origin (This letter addresses legal obligations under Title VI of the Civil Rights Act of 1964, Title VI). This letter builds on the prior work shared by the U.S. Department of Education on this critical topic.
Lhamon, C. E. (2014). Dear colleague letter: Resource comparability. Washington, DC: US Department of Education, Office for Civil Rights. Retrieved from http://www2. ed. gov/about/offices/list/ocr/letters/colleague-resourcecomp-201410. pdf.
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 authors examined the literature on functional behavioral assessment according to external validity and assessment with regard to its cost-benefits (i.e., its effectiveness relative to other approaches, time, and effort).
Nelson, J. R., Roberts, M. L., Mathur, S. R., & Rutherford Jr, R. B. (1999). Has public policy exceeded our knowledge base? A review of the functional behavioral assessment literature. Behavioral Disorders, 24(2), 169-179.
No Child Left Behind Act of 2001 ESEA Reauthorization
No child left behind act of 2001. Publ. L, 107-110. (2002)
President Trump’s proposed America First Budget reduces the Department of Education budget by $9.2 Billion. It is important to note in America education is primarily a State and local responsibility. The federal portion of education budget is only 1% of the total national education expenditures. Some of the programs that are at risk are Title II grants which provide funds to hire and train teachers, teacher improvement programs, summer programs, after-school and extended-learning initiatives, teacher-preparation program improvement, Supplemental Educational Opportunity Grants (SEOG) which offer aid to low-income undergraduates, TRIO Programs (TRIO) serving low-income individuals, first-generation college students, and individuals with disabilities, GEARUP (Gaining Early Awareness and Readiness for Undergraduate Programs, and The Supporting Effective Educator Development (SEED) Grant Program which provides non-profits resources for recruiting, selecting, and preparing or providing professional enhancement activities for teachers and principals.
Office of Budget and Management. (2017). America First: A Budget Blueprint to Make America Great Again.
This report seeks to highlight some disparities to draw the public’s and policymakers’ attention to the urgent need to address this educational and civil rights crisis. Using a more accurate method for calculating graduation rates, they provide estimates of high school graduation rates, distinguished at the state and district level, and disaggregated by race.
Orfield, G., Losen, D., Wald, J., & Swanson, C. B. (2004). Losing our future: How minority youth are being left behind by the graduation rate crisis. Civil Rights Project at Harvard University (The).
This article summarize changes and challenges that school personnel will face in order to implement The Individuals with Disabilities Education Improvement Act of 2004 (IDEIA).
This article discuss how policymakers continued to search way through several approach to improve academic outcomes and life chances for low-income students.
Wax, A. L. (2019). Educating the Disadvantaged. National Affairs, no.40. Retrieved from https://www.nationalaffairs.com/publications/detail/educating-the-disadvantaged