Search

This study examined the achievement trends of advanced learners and the relationship between Illinois' school district characteristics and student performance using Illinois Standards Achievement Test (ISAT) scores. The 3rd grade students scoring in the Exceeds category in ISAT reading and math within 707 Illinois school districts during the school year 2006-2007 formed the cohort groups and were followed longitudinally through the 8th grade. On ISAT reading and math, the pattern of losing advanced learners occurred. For science, increasing proportion of Exceeds students was observed. Significant differences were found by gender, ethnicity, and district socioeconomic status. This study shed many remarkable findings that merit further discussion of policy making and future research.

Purpose: The purpose of this study is to examine the applicability of Watkins and Marsick's model of learning organization in the school context and explore the relationship between the learning dimensions and perceived organizational outcomes. Design/methodology/approach: Using the instrument, Dimensions of the Learning Organization Questionnaire (DLOQ), the study collected data from 322 teachers and professional staff in K-12 schools. Confirmatory factor analysis and structural equation modeling provide validity evidence for using the DLOQ in schools. Findings: The study results indicate the learning organization is a multidimensional concept and the quality of the school as a learning organization is related to improved organizational performance as perceived by school personnel. Research limitations/implications: The study measured perceived organizational outcomes using a sample in an urban school district. Future research is encouraged to expand the study sample and to collect actual performance data to strengthen the findings. Practical implications: The study provides reliability and validity evidence for an instrument that school leaders and practitioners can use to assist their evaluation of the school's capacity as a learning organization to leverage improvement in school performance. Originality/value: The study emphasizes an integrative approach in evaluating schools as learning organizations (SLOs) and extends the evidence base for the DLOQ studies. It offers empirical support for the significance of developing SLOs.

Reports in the media on American public schools are pretty dismal. Accountability measures enacted with the passing of the No Child Left Behind Law of 2002 include federal and state sanctions for school districts not making adequate yearly progress on state assessments. Typically these results are published locally, which only increases the perception that many American schools are failing to prepare students for the future. Often educators and in particular school leaders are scapegoated in the absence of any other solutions to educate American youth. Marzano and Waters (2009) provide more promising evidence related to American schools. Their meta-analysis, which sought to uncover deeper understandings of the underlying relationships between district leadership and student achievement revealed, "when district leaders are carrying out their leadership responsibilities effectively, student achievement across the district is positively affected" (p. 5). "The accountability movement has put school boards in a new, unfamiliar environment" (Marzano & Waters, 2009, p. 77). Historically, school boards have not focused to any great extent upon student achievement. This study sought the perceptions of sitting school board presidents of expectations for their superintendent. Findings of the study reveal these school board presidents fully support ISLLC and ELCC standards, which provide the foundation for superintendent preparation programs. Female board presidents' perceptions of the importance of several factors were stronger than their male counterparts.

International assessment data indicate American students are not competing with their counterparts in other countries. The mathematics curriculum and pedagogy are not preparing students to compete in a global economy. This study compared student achievement using sixth grade mathematics results from the Illinois Standards Achievement Test. Specifically, the study compared the results of students in three different rural school districts, all of whom were receiving instruction in three different mathematics curricula. In one district, students received seven years of the K-6 Everyday Mathematics curriculum which was compared with students who received seven years of instruction using a traditional mathematics curriculum in the second district and in the third district scores were compared with students who were taught using a traditional mathematics curriculum supplemented with Mountain Math. The results of this study indicate the constructivist K-6 elementary mathematics curriculum did not lead to higher levels in math achievement when compared with the traditional methods of instruction. (Contains 6 tables.)

The study analyzes the achievement trends of all third grade students in the state of Illinois who scored in the Exceeds category in reading and mathematics on the Illinois Standards Achievement Test (ISAT) in the year 2000. ISAT performance of this cohort group of students was followed through the eighth grade. Descriptive analyses were utilized to describe the trend data and to explore the influence of various district characteristics on the trend data. Results illustrate that the advanced learners are not making adequate achievement gains as they advance from earlier elementary grades to later grade levels. The declining achievement trends were persistent even when data were disaggregated based on district SES [Socioeconomic Status], district size, and district per pupil expenditures. Implications of the results of this study are discussed in relation to teachers, administrators, and policy makers at the state level.

Standards for superintendents of schools are clearly spelled out by The Interstate School Leaders Licensure Consortium (ISLLC) and the Educational Leadership Constituent Council (ELCC) standards. ISLLC and the ELCC standards both address the political actions expected of today's district superintendents. Little scientific research has been conducted that demonstrates how superintendents have embraced this requirement. The purpose of this mixed methods study utilizing sequential explanatory design sought to determine the level of political involvement of superintendents in the state of Illinois. Our results identified key findings that have significant implications for Illinois superintendents of schools, which includes superintendents with more prior administrative experiences and those who work in high school districts who have more influence on political involvement and decision making, and superintendents who are actively involved in professional education organizations exert more influence on state-level education legislation and policy-making.

This manuscript reports results from two open-ended questions from a larger descriptive study that sought to gather perceptions from practicing Illinois superintendents on coursework and other program characteristics in superintendent preparation programs. The study surveyed all Illinois superintendents (873 districts) using an online survey. We asked superintendents two open-ended questions about the knowledge and skills that should be included in superintendent preparation programs and what advice they might offer professors of educational administration to improve superintendent preparation programs. Responses to the first question essentially aligned with national standards for school leadership preparation. When asked to provide advice to superintendent preparation programs, practicing superintendents stated the importance of program relevancy to rapidly changing and challenging school district environments. Respondents provided important insights into moral leadership, political acumen, university faculty credibility, and characteristics of learning experiences. The most often mentioned learning experience was the internship. No respondent reported his or her internship experience had been too rigorous. (Contains 1 table.)

This instrumental case study outlines the critical role a graduate female faculty member played in mentoring a female doctoral student in obtaining a graduate faculty position in higher education. For the female mentee, mentoring behaviors of "championing, acceptance and confirmation" (Levesque, 2005, p. 6) were valuable in increasing professional productivity, opportunities, and success. The career and psychosocial factors are clearly described along with the stages and step-by-step processes that were utilized by both the mentor and mentee to obtain this highly sought after position at one of the fastest growing programs for educational leadership.

Women face unique challenges as superintendents. This study determined barriers women face as superintendents and elicited reasons why these women would consider leaving the superintendent's position. Thirty-nine PreK-12 women superintendents in Illinois participated in a web-based survey in January 2008. Survey items included information regarding characteristics, pathways to the superintendency, personal barriers, professional barriers, and factors that would cause women to consider leaving the superintendency. Respondents identified familial responsibilities, gender discrimination, employment opportunities, and self-confidence as major barriers. Factors that would cause women superintendents to leave their position included employment opportunities, familial responsibilities, and peer support. Six women were also personally interviewed to clarify survey responses and to gain greater insights regarding the barriers. The women indicated that they had experienced barriers related to gender discrimination and familial responsibilities. These barriers did not contribute to the superintendents leaving their current positions. Their reasons for seeking new positions would be to pursue opportunities that would enhance their professional experiences or improve their compensation. (Contains 1 table.)

Abstract The Centers for Medicare & Medicaid Services' (CMS) end-stage renal disease (ESRD) Clinical Performance Measures (CPM) Project has collected data on all adolescent hemodialysis patients since 2000. Thus, by [...]

The blood clotting disorder that forms a part of hemolytic-uremic syndrome appears to occur before the kidney disease and may in fact cause it. This syndrome is caused by an E. coli O157:H7 infection.

Giving antibiotics to children with E. coli O157:H7 infection may increase their risk of hemolytic-uremic syndrome. Hemolytic-uremic syndrome is a kidney disease that also causes anemia. Among 71 children who had E. coli O157:H7 infection, 9 received antibiotics and 5 of these children (56%) developed hemolytic-uremic syndrome. Among the 62 children who did not receive antibiotics, only 5 (8%) developed hemolytic-uremic syndrome. This translates into a risk of hemolytic-uremic syndrome that is 17 times greater among children who receive antibiotics for E. coli O157:H7 infection.