WorldCat Identities

Faxon-Mills, Susannah

Overview
Works: 7 works in 20 publications in 1 language and 1,297 library holdings
Roles: Author
Classifications: LC1032, 373.011
Publication Timeline
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Most widely held works by Susannah Faxon-Mills
Competency-based education in three pilot programs : examining implementation and outcomes by Jennifer L Steele( )

5 editions published in 2014 in English and held by 621 WorldCat member libraries worldwide

"In 2011, the Bill & Melinda Gates Foundation created the Project Mastery grant program to support competency-based education initiatives in large school systems that serve a high proportion of disadvantaged youth. Competency-based education meets students where they are academically, provides students with opportunities for choice, and awards credit for evidence of learning, not for the time students spend studying a subject. The Foundation asked RAND to evaluate these efforts in terms of implementation, students' experiences, and student performance. This report presents final results from that evaluation, offering an overview of competency-based education and the Project Mastery grant projects and describing the implementation of competency-based educational features under each project. The report concludes with six lessons for policy, partnerships, and practice."--"Abstract" on web page
New assessments, better instruction? : designing assessment systems to promote instructional improvement by Susannah Faxon-Mills( )

7 editions published in 2013 in English and held by 601 WorldCat member libraries worldwide

This report reviews the literature on how assessment affects teaching practice and the conditions that moderate that relationship. The authors identify a wide variety of effects that testing might have on teachers' activities in the classroom and a number of conditions that affect the impact that assessment may have on practice
What are teachers' and school leaders' major concerns about new K-12 state tests? : findings from the American Teacher and American School Leader Panels by Julia H Kaufman( Book )

2 editions published between 2015 and 2016 in English and held by 39 WorldCat member libraries worldwide

Many states have recently made major changes to their K-12 student testing programs. The media have reported growing dissatisfaction with the amount of testing happening in schools and the use of tests for high-stakes decisionmaking. However, there is little systematically gathered information on the perspectives of U.S. educators who have firsthand knowledge about testing and its effects on teaching and learning. This report shares U.S. principals' and teachers' main concerns about testing, drawing upon new survey tools for understanding educators' perspectives and implementation of major education policies: RAND's American Teacher Panel (ATP) and American School Leader Panel (ASLP). The findings are drawn from the ATP and ASLP surveys fielded in February 2015, before the full administration of most state-mandated exams. Findings indicate particular concern with students' test performance, as well as more prevalent concerns about the PARCC assessment compared with other assessments. The information about U.S. educators' concerns will serve as a baseline for tracking changes in attitudes over time. This analysis focuses on "the main state-mandated test for mathematics" and "for English language arts" (ELA) that teachers and principals reported their students taking. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics
What supports do teachers need to help students meet Common Core State Standards for mathematics? : findings from the American Teacher and American School Leader Panels by Laura S Hamilton( Book )

2 editions published in 2016 in English and held by 32 WorldCat member libraries worldwide

Mathematics teachers across the United States have been working to adjust their instruction in response to states' adoption of the Common Core State Standards for Mathematics and similar standards. This report documents the extent to which teachers are expected to address new mathematics standards in their instruction, teachers' familiarity with these standards, the professional development (PD) opportunities that teachers report receiving, and the PD opportunities they think they need to help them implement standards effectively. The report draws on February 2015 data from RAND's American Teacher Panel and American School Leader Panel--new survey tools that take the pulse of the nation's educators on key issues of education policy and practice through periodic surveys of a representative sample of teachers and principals across the United States. The authors conclude with a discussion of the data's implications for state and district policymakers. This report was updated in October 2016. The current version provides estimates based on updated weights for a small percentage of the respondents. Weights were updated to account for infrequent misclassification in the assignment of school-level characteristics"--Publisher's description
The Big Lift implementation study by Susannah Faxon-Mills( Book )

2 editions published in 2018 in English and held by 2 WorldCat member libraries worldwide

The Big Lift is a preschool to third grade collective impact initiative in San Mateo County, California. The collective impact effort consists of people and organizations from various sectors uniting to tackle a single, complicated societal problem--in this case, third grade reading achievement. The initiative is a partnership of the Silicon Valley Community Foundation, the San Mateo County Office of Education, and the County of San Mateo with the support of dozens of community organizations and school districts. Launched in 2012, the initiative aims to boost children's reading proficiency by the third grade through four different types of activities, called "pillars": (1) high-quality preschool, (2) summer learning, (3) school attendance, and (4) family engagement. The first year of program implementation was school year 2015-2016, in which four school districts received funding and support from the Big Lift to implement the four pillars. In the subsequent year (2016-2017), three additional districts received funding and support. The RAND Corporation is conducting a multiphase evaluation of the initiative, including an implementation study of the effort and descriptive analyses focused on the outcomes of children who participated in Big Lift programs. This report serves as the final report for the implementation study that focused on the collective impact design of the initiative and the Big Lift activity pillars. Results from key informant interviews, a survey about collaboration, and focus groups are presented in this report
Proficiency-Based Pathways in Three Pilot Programs : Examining Implementation and Outcomes by Matthew Lewis( Book )

1 edition published in 2013 in English and held by 1 WorldCat member library worldwide

Proficiency-based or competency-based approaches to education are undergoing a resurgence in both K-12 and higher education settings, spurred in part by advances in digital learning technologies. These approaches allow students to progress at their own pace through a diverse range of personalized learning experiences aligned to students' interests. In a proficiency-based system, students receive credit not as a function of how much time they spend studying a subject but, rather, based on demonstrations and assessments of their learning. This study focuses on three distinct approaches to proficiency-based education. It attempts to extend the research base by describing the implementation of three diverse technology-enabled models and by providing evidence about students' experiences and learning outcomes under each model. Description of the research location. The study examines proficiency-based pathways implementation in five settings. To obtain a quasi-experimental estimate of the pilot interventions' effects on student performance in the targeted subject areas, the authors adopt a distinct approach for each site to reflect the differing scope of implementation across sites. This study highlights the role of instructional technology in facilitating proficiency-based educational approaches--both the ways in which technology is transformative and the ways in which it may be useful but less essential. It also lays bare some of the challenges in bringing proficiency-based models to scale. Though the analyses of students' outcomes are still under way, the quasi-experimental analytic results will provide new evidence on the near-term effects of proficiency-based approaches and pave the way for studies designed to yield more-robust causal inferences. A table is appended
What supports do teachers need to help students meet Common Core State Standards for English language arts and literacy? : findings from the American Teacher and American School Leader Panels by Julia H Kaufman( Book )

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

New state standards for what students should learn in English language arts and literacy--including Common Core State Standards--have changed expectations for what teachers should know and be able to do in their classrooms. However, policymakers and school leaders have insufficient evidence about whether teachers feel they are prepared to address these standards in the classroom and what additional professional development opportunities might be helpful. This report provides U.S. educators' perspectives on their readiness and needs for support to help students meet state standards. Findings are drawn from surveys of the American Teacher and School Leader panels, national samples of K-12 teachers and school leaders. Among other things, the surveys asked about teachers' preparedness to help their students meet the standards, the focus of their current professional development, and additional teacher professional development needs related to state English language arts and literacy standards
 
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Alternative Names
Mills, Susannah Faxon-

Languages
English (20)