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5 results on '"Simon, Virginia Adams"'

1. State Strategies to Improve Low-Performing Schools: California's High Priority School Grants Program

Author

Policy Analysis for California Education (PACE), Timar, Thomas, Rodriguez, Gloria, Simon, Virginia Adams, Ferrario, Kim, and Kim, Kris

Abstract

Central to California's school accountability system are programs to engage low-performing schools in improvement efforts. One of these is the High Priority Schools Program (HPSGP), created by Assembly Bill 961 (Chapter 747, "Statutes of 2001") to provide funds to the lowest performing schools in the state. To be eligible for funding, schools must rank in the bottom decile of the state's Academic Performance Index (API). This study seeks to answer the question whether some schools participating in the state intervention program were more successful than others in meeting student achievement goals. Did schools that met their API growth targets each year and by all subgroups share common characteristics? There was not a great deal of difference among schools in how they spent HPSGP funds. Predictably, the greatest proportion of funding went to personnel costs. These included literacy and mathematics coaches; counselors, and administrative personnel. The next largest spending category was professional development followed closely by collaboration and planning. (Contains 1 table, 1 figure and 40 footnotes.)

Published
2006

2. The Revelations of Value-Added: An Assessment Model that Measures Student Growth in Ways that NCLB Fails to Do

Author

Hershberg, T, Simon, Virginia Adams, and Lea-Kruger, Barbara

Abstract

In the No Child Left Behind era of high-stakes testing, school administrators are facing their toughest challenge ever. They are being held accountable for the performance of their schools, yet current systems in public education typically fail to provide them with the appropriate tools to manage effectively. Although the classroom is where learning takes place, superintendents and principals often know precious little about what is happening within them. As never before, administrators need the means to measure and evaluate the impact of curricula, new practices and professional development on academic achievement. For unless the quality of classroom instruction and programs can be improved significantly, students will be unlikely to meet the high standards now required. Fortunately, significant help is available in the form of a relatively new tool known as value-added assessment. Because value-added isolates the impact of instruction on student learning, it provides detailed information at the classroom level. Its rich diagnostic data can be used to improve teaching and student learning. It can be the basis for a needed improvement in the calculation of adequate yearly progress. In time, once teachers and administrators grow comfortable with its fairness, value-added also may serve as the foundation for an accountability system at the level of individual educators.

Published
2004

3. The No Child Left Behind Act of 2001 (NCLB): A closer look

Author

Simon, Virginia Adams and Simon, Virginia Adams

Abstract

The No Child Left Behind Act of 2001 (NCLB) marked a significant moment in time for American educators, policy makers, and the public. For the first time in our nation's history, the Congress, with overwhelming bi-partisan support, ruled that state governments should be held accountable for the achievement of all of their children. Not only must states show that they have set standards for their students and test 95% of that population every year, but 100% of students must meet state standards by 2014. The district chosen for the study received a warning in both its middle (5–8) and high schools (9–12) for low performance of subgroups in the first year of the law and was placed on “school improvement” status the following year. While the middle and high schools worked to close this achievement gap and comply with NCLB, this research focused on the two (K–4) elementary schools that fed the highest proportion of poor, minority, and low performing children into them. Using a case study design, the research sought to answer the following questions: How do feeding elementary schools respond when middle and high schools fail under NCLB? How do stakeholders at the elementary level view their roles and responsibilities in solving the larger problem? Data were gathered through interviews and focus groups with teachers, parents, and administrators in both schools as well as the district. Extensive observations took place in the building and at district events. A survey was conducted of the entire staff in both buildings. The research found that boundaries and protections across the district created isolated reforms that had no connection to one another. This disconnection allowed the elementary schools to remain completely isolated from the middle and high school with little knowledge about NCLB or the state of the district. Within the elementary school studies, important instructional issues were raised as teachers were found to be frustrated and unable to teach in ways that

Published
2005

4. MEASURING WHAT MATTERS.

Author

Hershberg, Ted, Simon, Virginia Adams, and Lea-Kruger, Barbara

Subjects
*UNITED States education system, *EFFECTIVE teaching, *EDUCATIONAL productivity, *EDUCATIONAL accountability
Abstract

Discusses the importance of value-added assessment to the improvement of education in the U.S. Factor that contribute to the effectiveness of schools; Ways of achieving the goals of the No Child Left Behind Act; Significance of value-added assessment to the accountability system of schools. INSET: THE POWER OF GOOD TEACHING: A TENNESSEE CASE STUDY.

Published
2004

5. Adequacy, Equity, And Accountability.

Author

Hershberg, Ted, Rosenblum, Ian, and Simon, Virginia Adams

Subjects
UNITED States education system, EDUCATIONAL accountability, SCHOOL administration, CURRICULUM
Abstract

Comments on public education and the need to modernize the system in the United States for the 21st century. Discussion of the new economy and the knowledge students need to be successful in life; Opinion that more investment is required, as well as a change of rules in school management; Topics including teacher evaluation, teacher mentors, salary systems, and curricula assessment.

Published
2003

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