Five critical questions — What, why, where, when, why, and how — inform the needs assessment But in another view, it is a good business that generates a lot of money for both the collectors and the junkshop owners. In which ways do smartphones help these companies be more profitable?
The Obama administration hopes to extend this thread even further, making school turnarounds a top priority. But overall, school turnaround efforts have consistently fallen far short of hopes and expectations.
Fortunately, findings from two generations of school improvement efforts, lessons from similar work in other industries, and a budding practice among reform-minded superintendents are pointing to a promising alternative. Done right, not only will this strategy help the students assigned to these failing schools, it will also have a cascading effect on other policies and practices, ultimately helping to bring about healthy systems of urban public schools.
Just one-quarter of the schools were even able to accomplish a lesser goal: In52 Ohio schools were forced to restructure because of persistent failure.
Even after several years of significant attention, fewer than one in three had been able to reach established academic goals, and less than half showed any student performance gains. Of the schools required to restructure in —05, only 19 percent were able to exit improvement status two years later.
And we must consider carefully whether merely making AYP should constitute success at all: Though the CEP study found that improvement rates in Michigan and Georgia were considerably higher, Michigan changed its accountability system during this period, and both states set their AYP bars especially low.
Though alarming, the poor record for school turnarounds in recent years should come as no surprise. Promising practices have failed to work at scale when imported to troubled schools. A review published in January by the Thomas B. Some of them also adopted the same curriculum programs, had teachers with similar backgrounds, and had similar opportunities for professional development.
However, this case-study style of analysis is deeply flawed. The prevailing view is that we must keep looking for turnaround solutions. But, in fact, the number and scope of fix-it efforts have been extensive to say the least.
Long before NCLB required interventions in the lowest-performing schools, states had undertaken significant activity. Between and states required the reconstitution of failing schools in Denver, Chicago, New York City, and Houston. In Alabama took over a number of schools across the state, and Maryland seized control of three schools in Baltimore.
Since NCLB, interventions in struggling schools have only grown in number and intensity. Importantly, more than replaced staff members or the principal, among the toughest traditional interventions possible. Occasionally a program will report encouraging success rates.
The University of Virginia School Turnaround Specialist Program asserts that about half of its targeted schools have either made AYP or reduced math and reading failure rates by at least 5 percent.
Though this might be better than would otherwise be expected, the threshold for success is remarkably low. It is also unknown whether such progress can be sustained. Despite this evidence, some continue to advocate for improved turnaround efforts.
Nancy Grasmick supports recognizing turnarounds as a unique discipline. And the Obama administration too has bought into the notion that turnarounds are the key to improving urban districts. This is all on top of the numerous streams of existing federal funds that can be—and have been—used to turn around failing schools.
The dissonance is deafening. The history of urban education tells us emphatically that turnarounds are not a reliable strategy for improving our very worst schools.
So why does there remain a stubborn insistence on preserving fix-it efforts? The most common, but also the most deeply flawed, justification is that there are high-performing schools in American cities. That is, some fix-it proponents point to unarguably successful urban schools and then infer that scalable turnaround strategies are within reach.
Being a high-performing school and becoming a high-performing school are very different challenges. Probably the most convincing argument for the fundamental difference between start-ups and turnarounds comes from those actually running high-performing high-poverty urban schools see sidebar.
If we fail, we have only ourselves to blame, and that motivates us to bring our A-game every single day. Only 4 of 36 organizations interviewed expressed interest in restructuring existing schools. The findings above deserve repeating:Welcome to Human Resources at the University of Louisville.
Faculty and staff are the University's #1 asset and are Human Resources' #1 priority. The Lean Startup: How Today's Entrepreneurs Use Continuous Innovation to Create Radically Successful Businesses Audible Audiobook – Unabridged. Disclaimer: This essay has been submitted by a student.
This is not an example of the work written by our professional essay writers. You can view samples of our professional work here. Any opinions, findings, conclusions or recommendations expressed in this material are those of the authors and do.
Continuous Improvement Essay Sample Process is the process of identifying and solving problems.
It is very vital to keep pace with the changing environment in which we operate today. INTRODUCTION.
In past years, reforestation practices have relied heavily on the use of natural seeding, direct seeding, and nursery-grown stock. This IELTS discussion essay sample answer is estimated at band 9.
See comments below the essay for advice and tips. Completing university education is thought by some to be the best way to get a good job.
On the other hand, other people think that getting experience and developing soft skills is.