scholarly journals School District Reform in Newark: Within- and Between-School Changes in Achievement Growth

2017 ◽  
Author(s):  
Mark Chin ◽  
Thomas Kane ◽  
Whitney Kozakowski ◽  
Beth Schueler ◽  
Douglas Staiger
Keyword(s):  
School District ◽  
District Reform ◽  
School District Reform ◽  
Achievement Growth ◽  
School Changes

scholarly journals School District Reform in Newark: Within- and Between-School Changes in Achievement Growth

ILR Review ◽  
2018 ◽  
Vol 72 (2) ◽  
pp. 323-354 ◽  
Author(s):  
Mark Chin ◽  
Thomas J. Kane ◽  
Whitney Kozakowski ◽  
Beth E. Schueler ◽  
Douglas O. Staiger
Keyword(s):  
School District ◽  
Language Arts ◽  
English Language ◽  
Value Added ◽  
School District Reform ◽  
School Year ◽  
A Value ◽  
Achievement Growth ◽  
Value Added Model ◽  
Using Data

In the 2011–12 school year, the Newark Public School district (NPS) launched a set of educational reforms supported by a gift from Facebook CEO Mark Zuckerberg and Priscilla Chan. Using data from 2008–09 through 2015–16, the authors evaluate the change in Newark students’ achievement growth relative to similar students and schools elsewhere in New Jersey. They measure achievement growth using a “value-added” model, controlling for prior achievement, demographics, and peer characteristics. By the fifth year of reform, Newark saw statistically significant gains in English language arts (ELA) achievement growth and no significant change in math achievement growth. Perhaps because of the disruptive nature of the reforms, growth declined initially before rebounding in later years. Much of the improvement was attributed to shifting enrollment from lower- to higher-growth district and charter schools.

Voices Inside Schools: Beyond NCLB and AYP: One Superintendent's Experience of School District Reform

2008 ◽  
Vol 78 (2) ◽  
pp. 391-409 ◽  
Author(s):  
RON SOFO
Keyword(s):  
Middle School ◽  
School District ◽  
First Century ◽  
Instructional Reform ◽  
Struggling Learners ◽  
Bottom Up ◽  
School District Reform ◽  
Complex Process ◽  
District Superintendent ◽  
Reform Model

In this Voices Inside Schools essay, Ron Sofo, a school district superintendent in western Pennsylvania, argues that schools need bottom-up solutions more than topdown mandates if they are to prepare all students to meet twenty-first-century workforce demands. Framing the discussion in terms of his district's reform model — the "New 4 Rs" of rigor, relevance, relationships, and reflection — Sofo describes how one middle school developed a multifaceted, classroom-level intervention to support struggling learners. He then explains how that effort was scaled up to other grades and how insights from the initiative reverberated throughout the district. In telling his story, Sofo depicts the instructional reforms his staff undertook, the challenges they encountered, and the early indications of their success. His essay offers a window into the complex process of instructional reform at the classroom, school, and district levels.

Public School Voice Clinics, Part II

1984 ◽  
Vol 15 (1) ◽  
pp. 58-64 ◽  
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Therapy ◽  
Respiratory Problems ◽  
Chronic Laryngitis ◽  
Upper Respiratory ◽  
Vocal Nodules

In 10 years of semiannual voice clinics held in a metropolitan school district, 249 cases were reviewed. Attending otolaryngologists diagnosed vocal nodules in 40% of the cases. Chronic laryngitis and thickened cords were also frequently noted. One third of the cases had concomitant allergies, ear, and/or upper respiratory problems. Direct voice therapy was recommended for 65% of those attending voice clinics. The data on sex and age were consistent with previous research. Family voice history and prognosis are also discussed.

Public School Voice Clinics, Part I

1984 ◽  
Vol 15 (1) ◽  
pp. 51-57
Author(s):  
Sandra Q. Miller ◽  
Charles L. Madison
Keyword(s):  
Public School ◽  
School District ◽  
Voice Disorders ◽  
Urban School ◽  
Urban School District ◽  
Local School District ◽  
Local School ◽  
Perceived Need ◽  
The Voice ◽  
Voice Problem

The purpose of this article is to show how one urban school district dealt with a perceived need to improve its effectiveness in diagnosing and treating voice disorders. The local school district established semiannual voice clinics. Students aged 5-18 were referred, screened, and selected for the clinics if they appeared to have a chronic voice problem. The specific procedures used in setting up the voice clinics and the subsequent changes made over a 10-year period are presented.

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