WorldCat Identities

Bodilly, Susan J.

Works: 69 works in 296 publications in 1 language and 23,638 library holdings
Genres: Case studies  Handbooks and manuals  Abstracts  Legislative materials 
Roles: Author
Classifications: LB2822.82, 371.200973
Publication Timeline
Most widely held works by Susan J Bodilly
Hours of opportunity by Susan J Bodilly( )

14 editions published in 2010 in English and held by 2,641 WorldCat member libraries worldwide

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their OST systems. The overall goals of the initiative were to increase access, improve quality, develop information systems for decisionmaking, and plan for financial stability. Each city received a planning grant, which it focused on particular efforts tied to city context and area of need. The first in this three-volume series describes the cities' early work under the grant and analyzes the conditions and activities that contributed to their progress in building a coordinated system of services to meet the initiative's goals. Specifically, it addresses how city context affected the approaches implemented, the effectiveness of these approaches, and important enablers of progress, particularly in the areas of collaboration and coordination. Of particular note was the finding that city context and the involvement of the mayor had a significant influence on both decisionmaking and outcomes. In addition, the cities depended on the ability to gain buy-in from the schools and other key stakeholders, as well as financial assistance through city budgets and grants to ensure sustainability."--Page 4 of cover
Facing the challenges of whole-school reform : New American Schools after a decade by Mark Berends( )

16 editions published in 2002 in English and held by 2,324 WorldCat member libraries worldwide

About a decade ago, New American Schools (NAS) set out to address theperceived lagging performance of American students and the lacklusterresults of school reform efforts. As a private nonprofit organization, NAS's mission was-and is-to help schools and districts raise studentachievement levels by using whole-school designs and design team assistanceduring implementation. Since its inception, NAS has engaged in adevelopment phase (1992-1993), a demonstration phase (1993-1995), and ascale-up phase (1995-present). Over the last ten years, RAND has been monitoring the progress of the NASinitiative. This book is a retrospective on NAS and draws together thefindings from RAND research. The book underscores the significantcontributions made by NAS to comprehensive school reform but also highlightsthe challenges of trying to reform schools through whole-school designs. Divided into sections on each research phase, the book concludes with anafterword by NAS updating its own strategy for the future. This book willinterest those who want to better understand comprehensive school reform andits effects on teaching and learning within high-stakes accountabilityenvironments
New American Schools' concept of break-the-mold designs : how designs evolved and why by Susan J Bodilly( )

18 editions published in 2001 in English and held by 2,317 WorldCat member libraries worldwide

Business leaders created New American Schools, a private nonprofit corporation, in 1991 to develop "break-the-mold" designs for schools serving grades K-12. This report documents the significant changes in the designs that have taken place over the initiative's life span and the reasons for those changes. NAS drove some of the changes in its decisions to fund or not to fund specific designs. The designs themselves changed in terms of their educational components and theories. Finally, the design teams developed implementation strategies and assistance packages over time that resulted in the expansion of the design concept to the concept of "design-based assistance." Some of the changes made to designs were beneficial in promoting the concept of a design-based school, especially the development of stronger curriculum packages, clearer descriptions of the designs, and significant work toward assistance for schools to adopt designs. However, concessions to district and state policies led design teams to redefine some design elements, allowing significant local variation and possible incoherence and fragmentation within schools using designs. If this reform is to succeed, policymakers must revitalize it by taking the current environment into account and helping to make it more supportive
Revitalizing arts education through community-wide coordination by Susan J Bodilly( )

17 editions published between 2008 and 2009 in English and held by 2,224 WorldCat member libraries worldwide

Initiatives to coordinate schools, cultural institutions, community-based organizations, foundations, and/or government agencies to promote access to arts education in and outside of schools have recently developed. This study looks at the collaboration efforts of six urban communities: how they started and evolved, the kinds of organizations involved, conditions that helped and that hindered coordination, and strategies used
Challenges and potential of a collaborative approach to education reform by Gina Ikemoto( )

12 editions published in 2004 in English and held by 2,054 WorldCat member libraries worldwide

Dissatisfied with the results of earlier efforts to improve educational outcomes in U.S. schools, the Ford Foundation developed a program called the Collaborating for Education Reform Initiative (CERI) that provided grants to collaboratives of community-based organizations in urban settings as a way to address systemic barriers to high-quality teaching and learning. Eight collaboratives signed on, and, over four years, the RAND Corporation assessed the progress of the program. The authors of this report found that the eight sites made varying degrees of progress and, while none had reached the final outcomes desired, some of the collaboratives offered considerable promise. Although success is far from certain, by adopting such techniques as clear communication of expectations, engaging school staff, and using data to alter strategies as necessary, collaboratives stand a better chance of becomingself-sustaining and positively affecting student learning
Continuing challenges and potential for collaborative approaches to education reform by Susan J Bodilly( )

12 editions published in 2011 in English and held by 2,010 WorldCat member libraries worldwide

Of Progress Made, Enablers, and Constraints -- Collaborative Efforts Are Highly Susceptible to Constraints and Changes in the Environment -- Leadership Change Affected Collaborative Growth -- Inclusiveness in Leadership Plays an Important Role in Collaborative Building and Growth -- Building the Legitimacy of the Collaborative Proved Critical for Growth and Sustainment -- Information Developing and Sharing and Joint Decisionmaking Supported Collaborative Function -- Conflicts Among Partners Affected Some Efforts -- Fundraising Needed to Be Attended to Early -- ch. Four Progress Toward Goals -- Summary of Activities Undertaken -- Were Choices Reasonable? -- Summary of Progress Toward Goals -- The Alianza -- Promote Quality in Teaching and Learning -- Promote Policies That Lead to Quality in Teaching and Learning -- Ask for More -- Promote Quality in Teaching and Learning -- Promote Policies That Lead to Quality in Teaching and Learning -- Become a Voice for Collaboration -- Austin Interfaith -- Promote Quality in Teaching and Learning -- Promote Policies That Lead to Quality in Teaching and Learning
Hours of opportunity by Rand Education (Institute)( )

7 editions published in 2010 in English and held by 1,941 WorldCat member libraries worldwide

High-quality out-of-school-time (OST) programs have a positive effect on youth development, but many cities have found it difficult to address the challenges of expanding and improving the quality of programs offered to underserved and high-need students. In response, The Wallace Foundation sponsored an initiative to help five cities increase collaboration, access, quality, information sharing, and sustainability in their OST systems. In many cities that provide financial support for OST, funding is funneled through a variety of youth-serving agencies that lack basic information about the programs they fund. The second in this three-volume series describes how the grantees and three other cities used management information systems to collect and use data on OST programs, including enrollment, attendance, and student outcomes. Cities' use of management information systems to collect and report data on OST programs is relatively new, so the experiences of the case-study cities offer valuable lessons for the field. For example, management information systems are capable of supporting OST system improvement but require careful planning, the use of data from these systems can lead to additional funding and support, the customization of web-based systems encourages their use, providing high-quality training to providers increases the use of the systems, and many providers are overburdened by requirements to use multiple management information systems, so eliminating redundancies and coordinating data requirements can ensure more efficient program provision and reporting
Lessons from New American Schools' scale-up phase : prospects for bringing designs to multiple schools by Susan J Bodilly( )

8 editions published between 1997 and 1998 in English and held by 1,790 WorldCat member libraries worldwide

In 1991, New American Schools (nas) was established to help schools transform themselves into high-performing organizations. Findings drawn from an implementation analysis of the first 2 years (1995-1997) of a 5-year plan are reported in this book. The plan involved an nas partnership with 10 jurisdictions, its goal being to increase the number of schools within jurisdictions that adopted nas designs to improve student performance. The key questions were: "Did schools implement the designs and to what extent?" And "Why did some schools make more progress than others toward implementation goals?" For the study, 40 schools in 7 districts were evaluated using document reviews, interviews of school and district staff, and the observation of school activities. With these data, each school's implementation level was assessed against the particular design being adopted. Results show significant variation in implementation, which ranged from no implementation to advanced stages of planning, piloting, implementing, and fulfilling. Approximately 50 percent of the schools were at the implementing and fulfilling levels. Of the 33 schools that had been implementing for 2 years, 18 were at the 2 highest levels. Various influences on implementation, such as school climate, design and team factors, school structural and site factors, and jurisdictional and institutional factors, are detailed. (Rjm)
Making out-of-school-time matter : evidence for an action agenda by Susan J Bodilly( )

16 editions published in 2005 in English and held by 1,118 WorldCat member libraries worldwide

Presents the findings of a broad-ranging literature review intended to identify, frame, and assess relevant issues concerning effective out-of-school-time (OST) programs. Drawing on recent studies the authors identify and address the level of demand for OST services, the effectiveness of offerings, what constitutes quality in OST programs, how to encourage participation, and how to build further community capacity. They make recommendations for improving the information used in policy making
One room schools : stories from the days of 1 room, 1 teacher, 8 grades by Susan J Bodilly( )

5 editions published in 2013 in English and held by 982 WorldCat member libraries worldwide

"What was it like to attend a one-room school, to be in the same classroom as your older brother or younger sister, or to have your teacher live with your family for part of the school year? In "One Room Schools," Susan Apps-Bodilly chronicles life in Wisconsin's early country schools, detailing the experiences of the students, the role of the teacher, and examples of the curriculum, including the importance of Wisconsin School of the Air radio programs. She describes the duties children had at school besides their schoolwork, from cleaning the erasers and sweeping cobwebs out of the outhouse to carrying in wood for the stove. She also tells what led to the closing of the one-room schools, which were more than just centers of learning: they also served as the gathering place for the community. "One Room Schools" will transport young readers back in time and make their grandparents and others of that generation nostalgic--perhaps even prompting them to share memories of their school days."-- Publishers website
Expanding the reach of education reforms : perspectives from leaders in the scale-up of educational interventions by Jolene Rae Galegher( Book )

3 editions published in 2004 in English and held by 519 WorldCat member libraries worldwide

Over the last few decades, demands that schools serve all students better and be accountable for student performance have inspired many education reforms. Meanwhile, the focus has shifted from assisting individual teachers and schools to applying proven reforms more widely-scale-up. The authors of the essays in this volume have helped extend various reforms beyond the environments in which they first proved successful. The authors recount the challenges they faced and the lessons they learned. One major challenge has been building the capacity in schools, districts, and states both to implement and to sustain the reforms. Some elements of successful scale-ups are adjusting programs for differing cultural and policy environments, implementing quality-control mechanisms, ensuring that all supports are in place (including financing), and fostering a sense of ownership. Success with any design requires participants at all levels-developers, teachers, schools, districts, and states-to cooperate in an iterative and complex and process that, among other things, aligns the program with local accountability requirements and provides the policies and infrastructure that will sustain the practices for the long term
Hours of Opportunity, Volume 2 : the Power of Data to Improve After-School Programs Citywide by Jennifer Sloan McCombs( )

1 edition published in 2010 in English and held by 450 WorldCat member libraries worldwide

The second in this three-volume series describes how Wallace Foundation grantees and three other cities used management information systems to collect and use data on out-of-school-time programs, including enrollment, attendance, and outcomes
Efforts to improve the quality of vocational education in secondary schools : impact of federal and state policies by Cathleen Stasz( )

2 editions published in 2004 in English and held by 324 WorldCat member libraries worldwide

How have the Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 (Perkins III) affected the state of U.S. secondary education? Congress mandated a National Assessment of Vocational Education to determine just that. This report is part of that assessment. Using a case study sample from seven states and a national teacher survey, the authors analyzed the results to determine the impact of Perkins III in fulfilling the overall goal of improving vocational education. Given the time constraint (four years is not enough time for full implementation) and selected sample of states in the study, the authors conclude that Perkins III is having some positive affect but only within the framework of the greater influence of the individual states' general-education policies
Centralized vs. decentralized energy systems, diverging or parallel roads? : a report by Library of Congress( Book )

3 editions published in 1979 in English and held by 267 WorldCat member libraries worldwide

Evaluating challenge grants for technology in education : a sourcebook by Susan J Bodilly( Book )

5 editions published in 1997 in English and held by 234 WorldCat member libraries worldwide

To promote the use of technology in education, the U.S. Department of Education (ED) awards Challenge Grants (i.e., matching grants) to local communities. One condition is the development and implementation of a project evaluation plan to measure the project's success. At ED's request, RAND prepared this sourcebook to help project managers and evaluators design an evaluation that would (1) delineate and communicate expectations and key milestones; (2) provide regular feedback to project leaders and other participants; (3) document project outcomes and lessons learned; and (4) provide an account to funders and stakeholders. RAND proposes that documentation of projects take the form of a Progress Portfolio. This report describes the form and purposes of such a portfolio, furnishes sample worksheets, and gives a detailed hypothetical example. The methods and issues discussed in this report should be of interest to anyone responsible for the successful completion or evaluation of a large-scale developmental project embedded in a reform-type effort
Lessons from New American Schools Development Corporation's demonstration phase by Susan J Bodilly( Book )

5 editions published in 1996 in English and held by 225 WorldCat member libraries worldwide

NASDC, a private non-profit organization, was established in 1991 to fund the development of organizations that would create designs for "break-the-mold" schools and help schools implement those designs. A national competition by NASDC led to the choice of 11 teams, which were given one year, called Phase 1, to build their teams and develop the designs described in their proposals. In Phase 2, the teams had two years to further develop their designs and to demonstrate them. NASDC asked RAND to assess the Phase 2 experience of the nine teams remaining in the demonstration. This report provides the assessment and points to some lessons from Phase 2 that might be usefully applied to Phase 3. The assessment reviews the characteristics of designs and teams; how these characteristics affected progress toward goals in Phase 2; whether teams met NASDC goals; whether the teams experienced institutional, cultural, or systemic barriers to reform; and what has been the overall contribution of NASDC to reform to date
Designing new American schools : baseline observations on nine design teams by Susan J Bodilly( Book )

6 editions published in 1995 in English and Undetermined and held by 180 WorldCat member libraries worldwide

This paper describes the initial efforts of the New American Schools Development Corporation (NASDC), a private, nonprofit corporation created as part of the American 2000 initiative to fund the development of new designs for American schools. NASDC is currently funding nine teams to develop and demonstrate designs for high-performing schools. This paper describes results of an evaluation of the nine design teams and their respective sites. It provides baseline information about the designs and how they developed from concepts to demonstrations in real schools. It also describes the initial NASDC efforts, compares and contrasts the nine different designs and their demonstration strategies, and describes the sites that have become partners with the nine design teams. Data were collected through site visits and interviews with participants. Also, proposals, design documents, and interim reports were reviewed. The teams' proposals varied in four different ways--by the scope of the design and its required collaborators, the chosen demonstration strategy, readiness factors, and site choices. Those teams with core focus designs, a team specification-and-development approach, a strong indication of readiness, and a modest number of sites are more likely to be successful. Two teams fit this description--the Audrey Cohen College System of Education (implemented at schools in Phoenix and San Diego), and Roots and Wings (at St. Mary's County, Maryland). Nine figures and four tables are included. Contains 12 references. (LMI)
A formative assessment of the General Electric Foundation's College Bound Program by Susan J Bodilly( Book )

4 editions published in 1994 in English and held by 154 WorldCat member libraries worldwide

This report assesses the interim progress made toward increasing the college-going rate at 11 schools that received College Bound grants from the General Electric (ge) Foundation. It provides information about the kinds of programs developed, early indications of the effects the approaches have on promoting college going and influencing school change, and the ways in which the ge Foundation and local ge facilities provide support to the school beyond the actual grant. Participating schools strove to double the college-going rate for the school as a whole or to increase it significantly for a particular group of students. Data were collected during visits to 10 sites in spring 1992 and 1993. The schools were grouped into three categories: very challenged, somewhat challenged, and less challenged. Four general approaches to increasing the college-going rate were identified: ancillary services; supplemental instruction; improved curriculum and instruction for a target population; and improved curriculum and instruction schoolwide. Four sites doubled their college-going rate and two showed significant improvement. It is concluded that: (1) grants can support major changes in the school; (2) successful grant programs can encourage more ambitious school reform; (3) even the most challenged schools can succeed; (4) sponsoring significant school change requires time and resources; investment strategies can promote longer program survival; and (5) funders can influence a program throughout the course of the grant. One figure and 6 tables are included. The appendix describes each of the 11 College Bound programs. (Lmi)
Integrating academic and vocational education : lessons from eight early innovators by Susan J Bodilly( Book )

7 editions published between 1992 and 1993 in English and held by 132 WorldCat member libraries worldwide

An examination of academic-vocational integration in school settings began with a literature review to describe theoretical support for integration. Four themes were synthesized that defined integration as a reform: richer, more coherent curricula; more activity-based pedagogy; more teacher collaboration and coordination; and more attention to school transition. The integration efforts of eight schools in five states (California, Kentucky, Ohio, Oregon, Virginia) in the context of their background characteristics and their policy environment were analyzed through case studies. Approaches fell into three groups: enhanced academics, enhanced relevance, and enhanced engagement. The sites attempted to reform curricula and implement pedagogical reforms. Teacher collaboration reforms included teaming of academic and vocational teachers, joint time together for teams, and new organizational structures that empowered teachers. School transition reforms included use of planning partners for the school, transition-specific curricula, and credentials and certification. All sites reported major barriers to curricular and pedagogical reforms. States generally provided no support for increased teacher collaboration. The following conclusions about integration were reached: it could apply to all types of high schools; it was best approached as a school improvement effort; it took years to implement; it flourished in a conducive regulatory environment; it required capacity-building investments; and it promoted rethinking of educational conventions. (Appendixes include synopses of case study sites and an 88-item bibliography.) (YLB)
The Defense Department's support of industry's independent research and development (IR & D) : analyses and evaluation by Arthur J Alexander( Book )

8 editions published in 1989 in English and held by 121 WorldCat member libraries worldwide

Independent research and development (IR & D) is research and development initiated and conducted by contractors. It is not specified under any contract or grant and is funded and managed at the contractor's discretion from contractor-controlled resources, with a portion of the costs later recovered in the overhead portion of Department of Defense (DoD) contracts. In terms of its most direct and basic contributions to national interest, the goals of IR & D are to (1) encourage contributions to future defense systems; (2) hedge against the uncertainties, inflexibilities, and short time horizons of defense planning and systems development; and (3) promote the movement of new ideas and technologies into enhanced defense capabilities. The report is based on previous studies, hearings, statements, and articles on IR & D, as well as on interviews and reviews of company processes covering 12 contractors and data analyses of 300 operating divisions of 100 contractors over a 17-year period. The authors describe IR & D and the process by which the DOD supports these industry efforts; develop a set of goals that would justify DOD support; consider aspects of management, administration, and cost in light of IR & D goals; and make policy recommendations
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New American Schools' concept of break-the-mold designs : how designs evolved and why
Facing the challenges of whole-school reform : New American Schools after a decadeNew American Schools' concept of break-the-mold designs : how designs evolved and whyRevitalizing arts education through community-wide coordinationChallenges and potential of a collaborative approach to education reformContinuing challenges and potential for collaborative approaches to education reformHours of opportunityLessons from New American Schools' scale-up phase : prospects for bringing designs to multiple schoolsMaking out-of-school-time matter : evidence for an action agenda
Alternative Names
Apps-Bodilly, Susan

Bodilly, S. (Susan)

Bodilly, Susan

Bodilly, Susan 1952-

Bodilly, Susan. Apps-

Bodilly, Susan J.

English (168)