WorldCat Identities

Rand Education (Institute)

Works: 393 works in 700 publications in 1 language and 57,395 library holdings
Genres: Longitudinal studies  Case studies  Records and correspondence  Abstracts 
Roles: Originator
Classifications: LB2822.82, 371.200973
Publication Timeline
Most widely held works about Rand Education (Institute)
Most widely held works by Rand Education (Institute)
Focus on the wonder years : challenges facing the American middle school by Jaana Juvonen( )

5 editions published in 2004 in English and held by 2,616 WorldCat member libraries worldwide

Young teens undergo multiple changes that seem to set them apart from other students. But do middle schools actually meet their special needs? The authors describe some of the challenges and offer ways to tackle them, such as reassessing the organization of grades K-12; specifically assisting the students most in need; finding ways to prevent disciplinary problems; and helping parents understand how they can help their children learn at home
Organizational improvement and accountability : lessons for education from other sectors by Laura S Hamilton( )

8 editions published between 2003 and 2004 in English and held by 2,515 WorldCat member libraries worldwide

The No Child Left Behind Act (NCLB) is a performance-based accountability system built around student test results. The accountability system comprises explicit educational goals, assessments for measuring the attainment of goals and judging success, and consequences (rewards or sanctions). But the mechanisms through which the system is intended to work are not well understood. The authors examined five accountability models: two from the manufacturing sector (the Malcolm Baldrige National Quality Award Program and the Toyota Production System (TPS)), a performance incentive model used in the evaluation of job training programs for the poor, accountability in the legal sector, accountability in health care as shown by clinical practice guidelines, use of statistical risk-adjustment methods, and the public reporting of health performance measures. Although education faces unique challenges, the authors conclude that educators can learn much from these other sectors. The Baldrige, TPS, and the clinical practice guidelines suggest the importance of focused institutional self-assessment, understanding school and district operations as a production process, being able to develop and apply a knowledge base about effective practice, and empowering participants in the process to contribute to improvement efforts. The job training and risk-adjustment models and the legal and health care accountability models provide specific guidance on how to enhance system-wide accountability in education by broadening performance measures; making sure performance goals are fair to all students and schools; developing standards of practice in promising areas; and encouraging professional accountability
Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district by Mark Berends( )

7 editions published in 2002 in English and held by 2,374 WorldCat member libraries worldwide

A decade ago, New American Schools (NAS) launched an ambitious effort for whole-school reform to address the perceived lagging achievement of American students and the lackluster school reform attempts that have produced so few meaningful changes. As a private nonprofit organization, NAS set out to help schools and districts significantly raise the achievement of large numbers of students by offering whole-school designs and design-based assistance during the implementation process. NAS is currently in the scale-up phase of its effort, and its designs are being widely diffused to schools across the nation. During the 1997-1998 and 1998-1999 school years, RAND assessed the effects of NAS designs on classroom practice and student achievement in a sample of schools in a high-poverty district. RAND found that high-poverty schools often have fragmented and conflicting environments with difficult and changing political currents and entrenched unions. Teachers in high-poverty schools tend to face new accountability systems and fluctuating reform agendas. These teachers generally lack sufficient time for implementing reform efforts, often becoming demoralized and losing their enthusiasm for the difficult task of improving student performance under difficult conditions. RAND concluded that high-stakes tests may motivate schools to increase performance and to seek out new curricula and instructional strategies associated with comprehensive school reforms. However, those same tests may provide disincentives to adopt richer, more in-depth curricula that can succeed in improving the learning opportunities of all students, particularly those in high-poverty settings
Charter school operations and performance : evidence from California by Ron W Zimmer( )

6 editions published in 2003 in English and held by 2,346 WorldCat member libraries worldwide

The report analyzes an array of issues pertaining to student achievement, governance, operation, and accessibility of charter schools in California. Four specific research questions are investigated: (1) Is student achievement higher in charter schools than in conventional public schools? (2) What oversight and support do the chartering authorities provide? (3) How do charter schools differ from their conventional public school counterparts in terms of their operation, including finances, academic achievement, and staffing? (4) What population of students attend charter schools? One main finding is that there is no single charter school model charter schools are not a homogeneous group and vary across many important dimensions. Regarding student achievement, results are mixed. Students in charter schools generally have comparable or slightly lower test scores than students in conventional public schools, but there is variation among the types of charter schools. With respect to governance, only a small proportion of chartering authorities are collecting accountability information such as student grades, promotion rates, and dropout rates. A major finding from examining the operation of charter schools suggests that these schools, particularly newly created charter schools, receive fewer public resources per student because of their lack of participation in categorical programs. Finally, in evaluating accessibility, we compare the average ethnic/racial makeup of charter and conventional schools within the same district. We find that charter students are more likely to be black and less likely to be Hispanic or Asian, but no more likely to be white
Rhetoric versus reality : what we know and what we need to know about vouchers and charter schools by Brian P Gill( )

8 editions published in 2001 in English and held by 2,242 WorldCat member libraries worldwide

Widespread dissatisfaction with our nation's public education system has led to proposals for a variety of reforms to improve educational outcomes. One highly controversial proposal would provide financial grants, or "vouchers," for use at any public or private school. Another, more politically popular proposal would establish "charter" schools, funded by public money and approved by a public agency but operating outside the traditional system of public-school governance. Both vouchers and charters promote educational choice, market accountability, and schools that are autonomously operated by non-government organizations. This book seeks to identify and articulate the full range of empirical questions that must be answered to fully assess the wisdom of policies that promote either of these alternatives. Eschewing the polemics that characterize both sides of the debate on school choice, the authors provide a comprehensive assessment of what is known about the effects of vouchers and charters in terms of five important outcomes: academic achievement, family choice, equitable access, racial/ethnic integration, and civic socialization. The book discusses the important empirical questions that are as yet unresolved and considers the prospects for answering them in the future. Finally, it explores the details of the design of voucher and charter policies, concluding with recommendations for policymakers who are considering their enactment
Reauthorizing No Child Left Behind : facts and recommendations by Brian M Stecher( )

3 editions published in 2010 in English and held by 2,218 WorldCat member libraries worldwide

This report synthesizes findings and draws lessons about the implementation and results of the No Child Left Behind Act of 2001 (NCLB) as reflected primarily in two longitudinal studies funded by the U.S. Department of Education. Progress to date suggests that NCLB's ambitious goal of having 100 percent of U.S. students proficient in reading and mathematics by 2014 will not be met. In addition, the flexibility provided to states by the law has resulted in the establishment of a different accountability system in every state, each with different academic standards, levels of student proficiency, and teacher requirements. Parents have not responded in great numbers either to school choice or to receiving supplemental educational services options. Should Congress reauthorize NCLB, the authors recommend that it consider making the following changes to the law: promote more-uniform academic standards and teacher qualification requirements across states, set more-appropriate improvement targets, broaden the measures of student learning beyond multiple-choice tests in reading and mathematics to include more subjects and tests of higher-thinking and problem-solving skills, focus improvement efforts on all schools while continuing to offer parental choice, and provide incentives for highly qualified teachers to teach in low-performing schools
Improving school leadership : the promise of cohesive leadership systems by Catherine H Augustine( )

8 editions published between 2009 and 2010 in English and held by 2,137 WorldCat member libraries worldwide

Improving the nation's public schools is one of the highest priorities of federal, state, and local government in America. Recent research has shown that the quality of the principal is, among school-based factors, second only to the quality of the teacher in contributing to what students learn in the classroom. New programs to develop school leaders who can exercise vigilance over instruction and support effective teaching practices are not likely to succeed, however, if they are inconsistent with other state and district policies affecting school leadership. The Wallace Foundation, which focuses its grantmaking in education primarily on school leadership, has posited that well-coordinated policies and initiatives to develop leadership standards, provide high-quality training, and improve the conditions that affect principals' work will increase their ability to improve instruction in their schools. This study documents the actions taken by the Foundation's grantees to create a more cohesive set of policies and initiatives to improve instructional leadership in schools; describes how states and districts have worked together to forge such policies and initiatives around school leadership; and examines the hypothesis that more-cohesive systems do in fact improve school leadership. The study found that it is possible to build more-cohesive leadership systems and that such efforts appear to be a promising approach to developing school leaders engaged in improving instruction. Although the study did not find evidence that the full underlying theory behind this initiative is sound, it did find a correlation between improved conditions for principals and their engagement in instructional practices
Brain Korea 21 phase II : a new evaluation model by So-mi Sŏng( )

6 editions published in 2008 in English and held by 2,122 WorldCat member libraries worldwide

The Brain Korea 21 Program (BK21), which seeks to make Korean research universities globally competitive and to produce more high-quality researchers in Korea, provides funding to graduate students and professors who belong to research groups at top universities. The authors develop quantitative and qualitative models to evaluate how well BK21 is fulfilling its goals and make suggestions for further stimulating Korean university research
Making summer count : how summer programs can boost children's learning by Jennifer Sloan McCombs( )

4 editions published in 2011 in English and held by 2,016 WorldCat member libraries worldwide

Despite long-term and ongoing efforts to close the achievement gap between disadvantaged and advantaged students, low-income students continue to perform at considerably lower levels than their higher-income peers in reading and mathematics. Research has shown that students⁰́₉ skills and knowledge often deteriorate during the summer months, with low-income students facing the largest losses. Instruction during the summer has the potential to stop these losses and propel students toward higher achievement. A review of the literature on summer learning loss and summer learning programs, coupled with data from ongoing programs offered by districts and private providers across the United States, demonstrates the potential of summer programs to improve achievement as well as the challenges in creating and maintaining such programs. School districts and summer programming providers can benefit from the existing research and lessons learned by other programs in terms of developing strategies to maximize program effectiveness and quality, student participation, and strategic partnerships and funding. Recommendations for providers and policymakers address ways to mitigate barriers by capitalizing on a range of funding sources, engaging in long-term planning to ensure adequate attendance and hiring, and demonstrating positive student outcomes
Expanding the reach of education reforms : perspectives from leaders in the scale-up of educational interventions by Jolene Rae Galegher( )

8 editions published in 2004 in English and held by 1,931 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
Toward a K-20 student unit record data system for California by Georges Vernez( )

10 editions published in 2008 in English and held by 1,927 WorldCat member libraries worldwide

To improve the progression of students through the educational system and to improve education quality, California needs a robust data system that can track an individual student's progress from kindergarten to college and beyond. The authors review California's multiple existing student data systems and identify steps that could be taken toward building and maintaining an integrated student data system for the state
Implementation and performance in New American Schools : three years into scale-up by Mark Berends( )

7 editions published in 2001 in English and held by 1,857 WorldCat member libraries worldwide

Spurred by the piecemeal approach to school reform that had produced little change in the nation's test scores, New American Schools (NAS) launched its efforts for whole-school reform in 1991. As a private nonprofit organization, NAS's mission is to help schools and districts dramatically raise the achievement levels of large numbers of students by using whole-school designs and design team assistance during the implementation process. NAS is currently in the scale-up phase of its effort in which the designs are being widely diffused in partnering jurisdictions across the nation. This book provides an overview of the progress in implementation and performance in a longitudinal sample of schools three years into the scale-up phase. It describes trends in implementation, school performance, and related factors for the sample of NAS schools. Overall, the authors' analyses strongly underscore the importance of both the district environment and design team assistance in implementation. Without leadership, support, and availability of resources at the district level; without clear communication, provision of materials and staff support; and without efforts on the part of design teams to build a consensus of teacher support, implementation is likely to fail or at least lag far behind. Their findings also suggest comprehensive school reforms face many obstacles during implementation, and because of this, whole-school designs face continuing challenges in dramatically raising the achievement of all students
New American Schools' concept of break-the-mold designs : how designs evolved and why by Susan J Bodilly( )

2 editions published in 2001 in English and held by 1,799 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
Hours of opportunity by Jennifer Sloan McCombs( )

6 editions published in 2010 in English and held by 1,792 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
Assessing the progress of New American Schools : a status report by Mark Berends( )

3 editions published in 1999 in English and held by 1,740 WorldCat member libraries worldwide

New American Schools (NAS), a private nonprofit corporation, began in 1991 to fund the development of designs aimed at transforming entire schools at the elementary and secondary levels, seeking to engage the nation's best educators, business people, and researchers in an effort to create, test, and foster the implementation of schoolwide designs that "break the mold." The competition, development, and demonstration phases of this effort have been completed; the current "scaling-up" phase, with the goal of forming a critical mass of schools within partnering school districts, began in 1995. This report describes RAND's plan for collecting the data needed to address the overall questions posed for the effort: What were the NAS schools like before they implemented the designs? How have the designs and the assistance they provide evolved over time? Are the critical components of the NAS designs being implemented across a wide array of schools? Do the NAS designs extend beyond changes in school organization and governance and permeate classrooms to change curriculum and instruction? Over time, what is the progress of the schools being assisted by NAS design teams in improving student and school performance? Also described is RAND's analysis of the baseline characteristics--demographics, climate, and test scores--of NAS schools in the early implementation stages of the scale-up phase, an analysis that sought to answer the first of the overall questions: What were the NAS schools like before they implemented the designs?
A big apple for educators : New York City's experiment with schoolwide performance bonuses : final evaluation report by Julie A Marsh( )

6 editions published in 2011 in English and held by 1,701 WorldCat member libraries worldwide

"In the 2007-2008 school year, the New York City Department of Education and the United Federation of Teachers jointly implemented the Schoolwide Performance Bonus Program in a random sample of the city's high-needs public schools. The program lasted for three school years, and its broad objective was to improve student performance through school-based financial incentives. The question, of course, was whether it was doing so. To examine its implementation and effects, the department tasked a RAND Corporation-led partnership with the National Center on Performance Incentives at Vanderbilt University to conduct a two-year study of the program that would offer an independent assessment. This report describes the results of our analyses for all three years of the program, from 2007-2008 through 2009-2010. This work built on past research and was guided by a theory of action articulated by program leaders. Researchers examined student test scores; teacher, school staff, and administrator surveys; and interviews with administrators, staff members, program sponsors, and union and district officials. The researchers found that the program did not, by itself, improve student achievement, perhaps in part because conditions needed to motivate staff were not achieved (e.g., understanding, buy-in for the bonus criteria) and because of the high level of accountability pressure all the schools already faced."--Page 4 of cover
New American Schools after six years by Thomas Keith Glennan( )

5 editions published in 1998 in English and held by 1,686 WorldCat member libraries worldwide

In July 1991, New American Schools (NAS) was established to develop designs for what were termed "break-the-mold" schools. Its initial goal was to create designs to help schools enable students to reach high educational standards. This simple goal has evolved into something considerably more complex. The notion of a whole-school design remains at the core of the New American Schools mission. Experience made clear, however, that designs by themselves were unlikely to effect change in schools. NAS and its design teams began work to develop design team capabilities to assist schools to implement the designs, terming this "design-based assistance." Experience also made clear that the character of the school district influenced a school's success in implementing the designs. Thus, in the last two years, NAS has devoted increasing attention to helping jurisdictions develop what it terms a "supportive operating environment." This evolution in the NAS program reflects an awareness that NAS initiative is only one of many factors affecting school performance in participating jurisdictions. For example, building and district leadership, teacher quality, union support, and community support also play major roles in shaping those outcomes. RAND, in its role as evaluator of the NAS initiative, will continue to carry out a variety of studies of the NAS initiative in an effort to understand the effects of many of these factors on student outcomes
Toward a culture of consequences : performance-based accountability systems for public services by Brian M Stecher( )

5 editions published in 2010 in English and held by 1,679 WorldCat member libraries worldwide

Design of the Performance-Based Accountability SystemIncentives and Performance Measurement; Implementation; Evaluation; Areas for Further Research; Concluding Thoughts; APPENDIX: The Five Sectors; Back Cover
Education for a new era : design and implementation of K-12 education reform in Qatar by Dominic J Brewer( )

9 editions published in 2007 in English and held by 1,667 WorldCat member libraries worldwide

The leadership of Qatar has a social and political vision that calls for improving the outcomes of the Qatari K-12 education system. With this vision in mind, the leadership asked RAND to examine Qatar's K-12 education system, to recommend options for building a world-class system, and, subsequently, to develop the chosen option and support its implementation. The option that was selected includes internationally benchmarked curriculum standards, national testing based on those standards, independent government-funded schools, and parental choice among schools using annual school report cards. This executive summary provides an overview of Phase I (2001-2004) of the Qatari education reform initiative, Education for a New Era, based on RAND's experiences as part of this ambitious effort involving Qataris and Qatari organizations, and international consultants and contractors. An Arabic translation is included
The class of 2014 : preserving access to California higher education by George S Park( )

3 editions published in 1998 in English and held by 1,644 WorldCat member libraries worldwide

Discusses a study that used a new approach to address the conditions under which California can preserve access to public higher education over the next two decades. The new approach, exploratory modeling, abandons the best-estimate method, instead combining traditional quantitative forecasting with scenario planning to produce, via computer simulation and data similar to those used in other studies, plausible scenarios of the future that clarify key uncertainties facing decisionmakers and provide a framework for stakeholder debate and policy-choice comparison. Presents the scenarios in color-illustrated form, called landscapes of plausible futures, to examine how the interrelationship of three key factors -- demand for higher education, competition for state revenues, and potential productivity improvements -- may affect California higher education. Shows that trends in state funding and productivity improvements dominate the question of future access. Points out that these landscapes could be used in a further study to compare the performance of potential policy choices as a way to determine the best policies to pursue
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