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Descriptors:
Academic Persistence; Time to Degree; Institutional Characteristics; School Demography; Disadvantaged Schools; Economically Disadvantaged; Advantaged; High Schools; Longitudinal Studies; High School Seniors; College Students; Multivariate Analysis; College Preparation; Difficulty Level; Family Characteristics; Transfer Rates (College)

Abstract:
Using a longitudinal sample of Texas high school seniors of 2002 who enrolled in college within the calendar year of high school graduation, we examine variation in college persistence according to the economic composition of their high schools, which serves as a proxy for unmeasured high school attributes that are conductive to postsecondary success. Students who graduated from affluent high schools have the highest persistence rates and those who attended poor high schools have the lowest rates. Multivariate analyses indicate that the advantages in persistence and on-time graduation from 4-year colleges enjoyed by graduates of affluent high schools cannot be fully explained by high school college orientation and academic rigor, family background, pre-college academic preparedness or the institutional characteristics. High school college orientation, family background and pre-college academic preparation largely explain why graduates from affluent high schools who first enroll in 2-year colleges have higher transfer rates to 4-year institutions; however, these factors and college characteristics do not explain the lower transfer rates for students from poor high schools. The conclusion discusses the implications of the empirical findings in light of several recent studies that call attention to the policy importance of high schools as a lever to improve persistence and completion rates via better institutional matches. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Disabilities; Sexual Identity; Educational History; Interpersonal Relationship; Race; Gender Differences; Ethnicity; Religion; Special Education; Disadvantaged Schools; Cultural Influences; Professional Identity; Teacher Characteristics; Educational Attitudes

Abstract:
This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this the author means that she is looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that she and others have looked at the history of education through the primary lens of race, gender, ethnicity, age, religion, and sexuality. Looking at the history of teachers through the analytic framework of disability studies allows one to see "first," how educational systems, practices, values, and professional norms have developed in a way that excludes people with disabilities from educational employment, or assigned them to parallel and marginalized institutions of special education and "second," how notions of normality have defined the work and identity of all educators. It is this latter point that is the author's greatest interest here: how cultural concepts of ability and disability have shaped all educators' occupational identity and experience over time. She begins with a short introduction to the field of disability history; her second section is a brief review of how the history of American education has largely neglected the questions raised by disability history, drawing on her own work in the history of teachers; in the third section, she offers an initial sketch of a disability history of American teachers; fourth, she offers her insights into how contemporary American education can be viewed through the analytic lens of disabilities studies, and, finally, some concluding thoughts on the intersections of disability history and educational history. (Contains 47 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Principals; Instructional Leadership; Disadvantaged Schools; Secondary Schools; Leadership Qualities; Work Environment; Social Environment; Quality of Working Life; School Culture; Politics of Education; Student Diversity; Power Structure; Resistance (Psychology); Role Conflict; Accountability; Social Justice; Socioeconomic Status

Abstract:
Globally, a range of new schooling accountabilities have created a complex and often contradictory context in which school leaders work. For principals of low socio-economic status (SES) and disadvantaged schools, they must balance the accountability, performance and reporting requirements against the other needs of their communities. These tensions require new ways of rethinking leadership in the current educational context. This article draws on the work of Foucault, particularly the notions of power and counter-conduct, to examine the case study of one principal in a very low SES school as she negotiates her way through these new schooling accountabilities. This case study illuminates the importance of leadership as a form of counter-conduct through the constitution of the principal as a political subject or form of advocacy leadership. (Contains 3 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Grade Repetition; Enrollment; Foreign Countries; Nutrition; Rural Schools; Public Schools; Outcomes of Education; School Entrance Age; Grade 4; Scores; Disadvantaged Schools; Attendance Patterns; Correlation; Regression (Statistics)

Abstract:
Chile operates one of the oldest and largest school feeding programs in Latin America, targeting higher-calorie meals to relatively poorer schools. This paper evaluates the impact of higher-calorie meals on the education outcomes of public, rural schools and their students. It applies a regression-discontinuity design to administrative data, including school enrollment and attendance, first-grade enrollment age and grade repetition, and fourth-grade test scores. There is no evidence, across a range of specifications and samples, that additional calories affect these variables. The paper suggests that the focus of Chilean policy should further shift to the nutritional composition of school meals, rather than the caloric content. (Contains 10 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
English (Second Language); Foreign Countries; Multilingualism; Language Planning; Disadvantaged Schools; Native Language; Suburban Schools; Second Language Learning; Native Language Instruction; Socioeconomic Status; Language of Instruction; Ethnography; Literacy; Cultural Context; Educational Environment; Teaching Methods; Poverty; Textbooks; Access to Education; Content Area Reading; Memorization; Translation; Multigraded Classes

Abstract:
India is home to 1652 languages, but only 22 are officially recognized. And while the Constitution requires local authorities to provide mother tongue instruction in schools (Article 350A, Constitution of India), a mere 43 languages are used nationally as instructional medium. An exploding demand for English-medium schooling across socio-economic divides further complicates the language-in-education context. This case study, a sub-part of a broader project drawing on four years of ethnographic work, focuses on five young multilingual children living at an "anathashram" (orphanage) in suburban New Delhi and studying in an English-medium village school. I explore the different literacy practices influencing the negotiation of the instructional medium, their impact on language learning, and their wider language policy and planning implications. Careful analyses of the teaching context, pedagogical and textbook approaches, and learning practices reveal how "English-medium" instruction in a typical small, private Indian school catering to poor children leads to restricted acquisition of English, in ways that also constrain students' ability to access educational content across subject areas. Thus, poor children who enroll in these schools in increasing numbers precisely "because of" the schools' self-identification as English-medium institutions end up doubly disadvantaged, because they are cut off from both language and content. (Contains 1 figure and 6 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Elementary Secondary Education; Federal Legislation; Educational Legislation; Accountability; Disadvantaged Schools; Achievement Gap; Graduation Rate; Educational Improvement; School Turnaround; Needs Assessment; Program Development; Program Implementation; Technical Assistance; Budgets; Financial Support; Educational Finance; Disabilities; English Language Learners

Abstract:
As of January 1, 2013, 34 states and the District of Columbia have been granted waivers from certain provisions of the Elementary and Secondary Education Act (ESEA). Part of each successful flexibility application was a state accountability system that could identify priority schools (the lowest performing 5% of Title 1 schools) and focus schools (those with the greatest achievement gaps or in which subgroups are furthest behind). This document was written in response to a request made of the Building State Capacity and Productivity Center by a state education agency for information on what other states are doing to assist focus schools and what consequences will be imposed if focus schools fail to improve. This document is an attempt to summarize the states' strategies and consequences for focus schools, primarily from their responses to section 2.3.iii of the flexibility request. The strategies used with focus schools generally include a needs assessment, development and implementation of a school improvement plan that specifically targets the groups with the greatest achievement gaps, monitoring implementation of the plan, and the provision of technical assistance by the state education agency (SEA), local education agency (LEA), regional service center, or outside partner. States vary considerably in the consequences imposed on focus schools that fail to reduce the achievement gaps or increase the graduation rates that resulted in their being classified as focus schools. Of the 34 states and District of Columbia, just over a third (13) do not specify any penalties for focus schools that fail to meet exit criteria within a specified amount of time. (Contains 35 tables and 4 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Effectiveness; Teacher Qualifications; Teacher Salaries; Educational Research; Meta Analysis; Funding Formulas; Educational Finance; Teacher Distribution; Disproportionate Representation; Experienced Teachers; Work Environment; Disadvantaged Environment; Disadvantaged Schools; Minority Groups; Performance Factors; Change Strategies; Educational Change; Salary Wage Differentials; Incentives; Educational Resources; Finance Reform; Educational Policy; Personnel Policy; Expenditures; School Demography; Disadvantaged; Policy Analysis; Personnel Management

Abstract:
The inequitable distribution of well-qualified teachers to students in the United States is a longstanding issue. Despite federal mandates under the No Child Left Behind Act and the use of a range of incentives to attract teachers to high-need schools, the problem remains acute in many states. This study examines how and why teacher quality is inequitably distributed, by reviewing research and examining data on school funding, salaries, and teacher qualifications from California and New York--two large states that face similar demographic diversity and educational challenges. Using wage adjustments to control for cost of living differentials, we find that both overall school funding and teacher salary levels are highly inequitable both across and within states--generally exhibiting a ratio of 3 to 1 between high- and low-spending jurisdictions. Furthermore, low-salary districts serve students with higher needs, offer poorer working conditions, and hire teachers with significantly lower qualifications, who typically exhibit higher turnover. We find that districts serving the highest proportions of minority and low-income students have about twice as many uncredentialed and inexperienced teachers as do those serving the fewest. In an elasticity analysis, we find that increases in teacher salaries are associated with noticeable decreases in the proportions of teachers who are newly hired, uncredentialed, or less well educated. These teacher qualifications, in turn, are associated with student achievement, holding student characteristics constant. We review research on strategies that have been largely unsuccessful at addressing this problem, such as "combat pay" intended to recruit teachers to high need schools, suggesting that small bonuses might be productive if added to an equitable salary structure where working conditions are comparable, but may be inadequate to compensate for large differentials in salaries and working conditions. We review studies illustrating successful policy strategies in states that have taken a more systemic approach to equalizing salaries, raising teaching standards, and providing supports for teacher learning and school development. We recommend federal initiatives that could provide stronger supports and incentives for equalizing students' access to well-qualified and effective teachers, including equalizing allocations of ESEA resources across states, enforcing existing ESEA comparability provisions for ensuring equitable funding and equally qualified teachers to schools serving different populations of students, evaluating progress on resource equity in state plans and evaluations under the law, and requiring states to meet standards of resource equity--including the availability of well-qualified teachers--for schools identified as in need of improvement. (Contains 11 tables, 11 figures, and 8 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Achievement Gap; Exit Examinations; Advantaged; Foreign Countries; Beginning Teachers; Disadvantaged Schools; Socioeconomic Background; Teacher Qualifications; Teacher Education; Educational Policy; Public Schools; Educational Finance; Socioeconomic Status

Abstract:
This study examines the allocation of novice primary teachers in Chilean schools, looking at their characteristics and at the attributes of the schools at which they are hired after having completed their initial teacher training. The study reveals that in Chile, more qualified novice teachers are more prone to get jobs in socio-economically advantaged schools or in schools with better academic outcomes. In contrast, in disadvantaged schools, it is more likely to find novice teachers with poor results on their exit exams and who come from socioeconomic backgrounds similar to those of the school populations. These findings provide new data to inform Chilean policies. Thus, achieving a more equitable distribution of highly qualified teachers is a challenge for Chile if the aim is to reduce the achievement gap between schools attended by pupils of higher and lower socioeconomic status. Furthermore, these findings might shed some light on the current debate surrounding teacher education policies. A new law will mandate that novice teachers pass the exit exam that until now they have taken voluntarily in order to be hired in any publicly funded school. This study provides support and evidence to inform the debate that will follow in parliament, since we found that novice teachers performing at a very low level--perhaps below the minimum that will be required--have a high probability of ending up working in schools in more disadvantaged areas. On a more general scale, this research also provides a simple but complete methodology that can be used to study issues of teacher distribution elsewhere. (Contains 6 tables and 20 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Principals; Instructional Leadership; Educational Improvement; Low Income Groups; Sustainability; Educational Administration; Special Needs Students; Disadvantaged Schools; School Turnaround; Research Reports; Leadership Effectiveness; Effective Schools Research

Abstract:
This introductory article presents the research background for this special issue of the "Journal of Cases in Educational Leadership". The article includes an overview of the International Successful School Principalship Project (ISSPP) as well as a description of the subsequent development of a multi-institution North American team. The primary focus of the emerging North American team has been to examine the work of principals who have successfully improved student performance in schools serving low income, high need communities. The article identifies the institutions currently participating in the project, the research that has already been published and the potential contributions to the literature that this body of work is hoping to make. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduation Requirements; Credits; High School Students; High School Graduates; Educational Change; Educational Policy; Mathematics Education; Science Education; At Risk Students; Low Achievement; Disadvantaged Schools

Abstract:
Graduation credit requirement reforms were expected to have a significant impact on the American educational landscape, but scholars have concluded that these reforms have exhibited less impact than expected on a wide range of educational outcomes. Drawing on Lipsky's theory of street-level bureaucracy, we hypothesize that graduation requirement reforms have been relatively ineffective because of inconsistent implementation and enforcement at the local level. Using data from the National Education Longitudinal Study of 1988 (NELS:88) and the Education Longitudinal Study of 2002 (ELS:2002), we assess the viability of this hypothesized explanation. On the whole, the findings are consistent with our contention that inconsistent implementation and enforcement of graduation credit requirement policies contributes to the relative ineffectiveness of these policy reforms. (Contains 25 notes, 1 figure and 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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