Suchergebnisse

Tracking -- Unlocking the Tradition -- Twenty-five Schools -- The Distribution of Knowledge -- Opportunities to Learn -- Classroom Climate -- Student Attitudes: The Legitimation of Inequality -- Vocational Education -- Some Constitutional Questions -- The Search for Equity -- The Tracking Wars -- Democracy's Canaries

AbstractValues, beliefs, and human interests are embedded in evaluation theory and practice. For organizations such as public schools to engage seriously in improvement and change efforts, this normative content must be explicitly addressed. Critical inquiry provides an evaluative paradigm for doing so.

This brief examines the research on community schools, with two primary emphases. First, it explores whether the 2015 federal Every Student Succeeds Act (ESSA) opens the possibility of investing in well-designed community schools to meet the educational needs of low-achieving students in high-poverty schools. And second, it provides support to school, district, and state leaders as they consider, propose, or implement a community school intervention in schools targeted for comprehensive support. The brief is drawn from a larger research review, available at https://learningpolicyinstitute.org/product/comm-schools-equitable-brief. The online research compendium can be found at https://learningpolicyinstitute.org/product/online-research-compendium.