WorldCat Identities

Burkhauser, Susan

Overview
Works: 10 works in 36 publications in 1 language and 3,876 library holdings
Genres: Case studies 
Roles: Author
Classifications: LB2831.92, 371.2012
Publication Timeline
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Most widely held works by Susan Burkhauser
Preparing principals to raise student achievement : implementation and effects of the New Leaders program in ten districts by Susan M Gates( )

8 editions published in 2014 in English and held by 1,078 WorldCat member libraries worldwide

New Leaders is a nonprofit organization with a mission to ensure high academic achievement for all students by developing outstanding school leaders to serve in urban schools. Its premise is that a combination of preparation and improved working conditions for principals, especially greater autonomy, would lead to improved student outcomes. Its approach involves both preparing principals and partnering with school districts and charter management organizations (CMOs) to improve the conditions in which its highly trained principals work. As part of the partnerships, New Leaders agrees to provide carefully selected and trained principals who can be placed in schools that need principals and to provide coaching and other support after those principals are placed. The districts and CMOs agree to establish working conditions that support, rather than hinder, the principals' efforts to improve student outcomes. This report describes how the New Leaders program was implemented in partner districts, and it provides evidence of the effect that New Leaders has on student achievement
Addressing challenges in evaluating school principal improvement efforts by Susan Burkhauser( )

8 editions published in 2012 in English and held by 1,030 WorldCat member libraries worldwide

Given the focus on accountability in education, stakeholders are interested in evaluating whether efforts aimed at improving school leadership show results; the key criteria are student outcomes. This report describes challenges that states, districts, and other entities can expect to encounter as they evaluate efforts targeting school leadership as a way to improve student outcomes and offers suggestions for dealing with those challenges
Elements of success : how type of secondary education credential helps predict enlistee attrition by Susan Burkhauser( )

5 editions published in 2014 in English and held by 618 WorldCat member libraries worldwide

The U.S military services have traditionally used a tiering system, including education credentials such as high school diplomas, in combination with Armed Forces Qualification Test (AFQT) scores to help gauge the likelihood of a recruit persevering through his or her first term of service. But what about less traditional credentials, such as diplomas earned through homeschooling and distance learning? The Office of the Under Secretary of Defense (Personnel and Readiness) asked RAND to examine whether its current education-credential tiering policy is still useful in predicting first-term attrition. The authors examined attrition rates at 12, 24, and 36 months of service for all enlistees from 2000 through 2011. Using statistical regression techniques, they compared attrition rates for those with distance learning or homeschool credentials to those of high school diploma holders, after controlling for other observable population differences. Overall, the analyses support current tiering policy classifying homeschool diplomas as Tier 1 if a recruit's AFQT score is 50 or higher (i.e., they are treated the same as high school diploma holders) or Tier 2 if a recruit's AFQT score is lower than 50. The results also support classifying distance learning credentials as Tier 2 regardless of AFQT score
First-year principals in urban school districts : how actions and working conditions relate to outcomes by Susan Burkhauser( )

5 editions published in 2012 in English and held by 546 WorldCat member libraries worldwide

Principals new to their school face a variety of challenges that can influence their likelihood of improving their schools⁰́₉ performance and their likelihood of remaining the principal. Understanding the actions that principals take and the working conditions they face in the first year can inform efforts to promote school improvement and principal retention, but the research on first-year principals⁰́₉ experiences is limited. This report examines the actions and perceived working conditions of first-year principals, relating information on those factors to subsequent school achievement and principal retention. The study is based on multiple sources of data that were collected to support the RAND Corporation⁰́₉s seven-year formative and summative evaluation of New Leaders. New Leaders is an organization that recruits, selects, prepares, and supports school leaders to serve in urban schools. The authors found that (1) over one-fifth of new principals leave within two years, and those placed in schools that failed to meet adequate yearly progress targets are more likely to leave; (2) there were no strong relationships among principals⁰́₉ time allocation, student achievement, and retention; (3) teacher capacity and cohesiveness were the school and district conditions most strongly related to student outcomes; (4) principals⁰́₉ reported future plans were not strongly related to retention
Laying the foundation for successful school leadership by Susan Burkhauser( )

5 editions published in 2013 in English and held by 544 WorldCat member libraries worldwide

Principals can influence student achievement in a number of ways⁰́₄monitoring instruction; evaluating teachers; hiring, developing, and retaining school staff; maintaining student discipline; managing the school budget; establishing a school culture; and engaging with the community. While principals⁰́₉ skills in these areas are important, skills alone are not enough to ensure that they will be effective school leaders. This is because school and district contexts⁰́₄which include school and district characteristics, practices, and policies⁰́₄set the stage for principals⁰́₉ performance and strongly influence their effectiveness. In this report, RAND researchers provide guidance to state and district decisionmakers and others who manage school systems, focusing on four areas that research has identified as particularly influential in supporting principal effectiveness: placement in the school, evaluation, autonomy, and resources. We highlight how actions in these areas can create conditions in the school and district that foster principal success
United States Service Academy Admissions : Selecting for Success at the Air Force Academy and as an Officer by Chaitra M Hardison( Book )

1 edition published in 2016 in English and held by 57 WorldCat member libraries worldwide

"This report examines admission standards at the United States Air Force Academy (USAFA) and officer outcomes to evaluate whether the USAFA admissions formula should be adjusted. USAFA admissions are partly determined based on scores calculated as a weighted combination of three elements: academic composite, leadership composite, and selection panel score. The authors explored relationships between various admissions factors (SAT/ACT composite scores, high school rank divided by class size, selection composite score, leadership composite score, academic composite score, and selection panel score) and USAFA and officer outcomes (grade point average; failure to graduate for academic reasons; failure to graduate because of a desire for a career change; military performance average; overall performance average; and promotion to O-4, O-5, and O-6). The data included records on the nearly 35,000 cadets who attended USAFA from 1980 to 2011 from three Air Force data sources: USAFA registrar admissions records, USAFA cadet records, and Air Force personnel records. Recommendations include removing the selection panel score from the selection composite formula, collecting additional information on applicants, and improving data retention and maintenance"--Back cover
First-Year Principals in Urban School Districts: How Actions and WorkingConditions Relate to Outcomes. Technical Report by Susan Burkhauser( Book )

1 edition published in 2012 in English and held by 3 WorldCat member libraries worldwide

Principals new to their school face a variety of challenges that can influence their likelihood of improving their schools' performance and their likelihood of remaining the principal. Understanding the actions that principals take and the working conditions they face in the first year can inform efforts to promote school improvement and principal retention, but the research on first-year principals' experiences is limited. This report examines the actions and perceived working conditions of first-year principals, relating information on those factors to subsequent school achievement and principal retention. The study is based on multiple sources of data that were collected to support the rand Corporation's seven-year formative and summative evaluation of New Leaders. New Leaders is an organization that recruits, selects, prepares, and supports school leaders to serve in urban schools. The authors found that (1) over one-fifth of new principals leave within two years, and those placed in schools that failed to meet adequate yearly progress targets are more likely to leave; (2) there were no strong relationships among principals' time allocation, student achievement, and retention; (3) teacher capacity and cohesiveness were the school and district conditions most strongly related to student outcomes; (4) principals' reported future plans were not strongly related to retention. Individual chapters contain footnotes. (Contains 4 figures and 24 tables.) [Funding for this paper was provided by New Leaders.]
How effective are military academy admission standards? by Chaitra M Hardison( Book )

1 edition published in 2016 in English and held by 2 WorldCat member libraries worldwide

This brief summarizes the results of analysis of the applicant scoring systems that the U.S. Military Academy and U.S. Air Force Academy use for admission
Dual-language immersion programs raise student achievement in English by Jennifer L Steele( Book )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

A large study of elementary school dual-language immersion (DLI) programs found that the programs raised student achievement in English and fostered proficiency in a second language, with no drop in students' performance in mathematics or science
Partner-Language Learning Trajectories in Dual-Language Immersion : Evidence from an Urban District by Susan Burkhauser( Book )

1 edition published in 2017 in English and held by 1 WorldCat member library worldwide

Research has demonstrated that students in dual-language immersion programs perform as well as, or better than, their peers in core academic content areas by late elementary school. The extent to which immersion education fosters bilingualism, however, has received less attention in the literature. Using data from a four-year efficacy study of dual-language immersion education in the Portland Public Schools in Oregon, this study reports the skill levels that 1,284 dual-language immersion students achieved in their classroom partner languages (Spanish, Japanese, and Mandarin Chinese) between 3rd and 8th grades. The authors find that by 8th grade, the average dual-language immersion student, regardless of language, performs at least at the Intermediate Low sub-level, and often higher, on STAMP assessments of nearly all language skills tested (listening, reading, writing, and speaking). In comparison, 8th graders in the Portland Public Schools who began taking Spanish as an elective in upper elementary or middle school scored only at about the Novice Mid sub-level. After four years of immersion learning (Grades K-3), 4th grade students whose home language was Spanish scored similarly in reading and speaking to their immersion peers whose home language was not Spanish; they outperformed their immersion peers, however, in listening and writing. [This paper was published in "Foreign Language Annals" (EJ1115027).]
 
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Languages
English (36)