WorldCat Identities

Hamilton, Laura S.

Works: 196 works in 416 publications in 1 language and 16,722 library holdings
Genres: Biography  Juvenile works  Humor  Case studies  Fiction  Literature  Biographies  Humorous fiction  Handbooks and manuals  Romance fiction 
Roles: Author, Narrator, Performer, Instrumentalist, Editor
Classifications: LB2806.36, 636.800929
Publication Timeline
Most widely held works about Laura S Hamilton
Most widely held works by Laura S Hamilton
Making sense of test-based accountability in education by Brian M Stecher( )

14 editions published in 2002 in English and held by 2,268 WorldCat member libraries worldwide

This book was written in response to school policymaking's growing emphasis on testing. During the 1990s, a number of states implemented educational accountability systems that assigned consequences for students, teachers, or schools on the basis of student test scores. The 2001 reauthorization of the Elementary and Secondary Education Act (the "No Child Left Behind NCLB act of 2001") makes such test-based accountability a requirement for all 50 states. The goal of the law is ". . . to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency on challenging state academic achievement standards and state academic assessments." The purpose of this book is to help educators and educational policymakers understand test-based accountability so they can use it effectively in the service of this goal. States have considerable flexibility in developing their accountability systems, so long as those systems have at their core an appropriate feedback mechanism. Data on student achievement are collected annually and compared with a specific target. Failure to attain the target leads to successively harsher sanctions for schools, including ultimately reconstitution; success leads to recognition and financial rewards. when combined with greater flexibility from federal regulations and parental options to obtain supplemental educational services or move students from less-successful schools, these test-based incentives are supposed to lead to improvement for all schools
Standards-based accountability under no child left behind : experiences of teachers and administrators in three states by Laura S Hamilton( )

11 editions published in 2007 in English and held by 2,155 WorldCat member libraries worldwide

Since 2001-2002, standards-based accountability (SBA) provisions of the No Child Left Behind Act of 2001 (NCLB) have shaped the work of public school teachers and administrators in the United States. NCLB requires each state to develop content and achievement standards in several subjects, administer tests to measure students' progress toward these standards, develop targets for performance on these tests, and impose a series of interventions on schools and districts that do not meet the targets. Many states had such systems in place before NCLB took effect, but, since 2001-2002, every state i
Value-added assessment in practice : lessons from the Pennsylvania Value-Added Assessment System pilot project by Daniel F McCaffrey( )

14 editions published in 2007 in English and held by 2,062 WorldCat member libraries worldwide

Value-added assessment (VAA) systems use statistical techniques to analyze test-score data; VAA data is intended to help educators make more informed decisions about curriculum and instruction. The authors examined the rollout of Pennsylvania's VAA program, and found that, in its pilot phase, the program had little effect on student achievement and received limited use by most principals and teachers at schools participating in the program
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 1,080 WorldCat member libraries worldwide

Research methods -- Overview of the new leaders program and district partnership approach -- New leaders partnerships -- Analysis of impacts on student achievement -- Factors Associated with new leaders program effects -- Conclusion
Improving school leadership through support, evaluation, and incentives : the Pittsburgh principal incentive program by Laura S Hamilton( )

10 editions published in 2012 in English and held by 990 WorldCat member libraries worldwide

In 2007, the Pittsburgh Public Schools (PPS) received funding from the U.S. Department of Education's Teacher Incentive Fund (TIF) program to implement the Pittsburgh Urban Leadership System for Excellence (PULSE), a set of reforms designed to improve the quality of school leadership throughout the district. A major component of PULSE is the Pittsburgh Principal Incentive Program (PPIP), a system of support, performance-based evaluation, and compensation with two major components: (1) an annual opportunity for a permanent salary increase of up to $2,000 based primarily on principals' performance on a rubric that is administered by assistant superintendents and that measures practices in several areas and (2) an annual bonus of up to $10,000 based primarily on student achievement growth. The district also offered bonuses to principals who took positions in high-need schools. PPIP provided principals with several forms of support. This report examines implementation and outcomes from school years 2007-2008 through 2010-2011, with a focus on understanding how principals and other school staff have responded to the reforms, and on documenting the student achievement outcomes that accompanied program implementation
Measuring hard-to-measure student competencies : a research and development plan by Brian M Stecher( )

5 editions published in 2014 in English and held by 637 WorldCat member libraries worldwide

Efforts to prepare students for college, careers, and civic engagement have traditionally emphasized academic skills, but a growing body of research suggests that interpersonal and intrapersonal competencies, such as communication and resilience, are important predictors of postsecondary success and citizenship. One of the major challenges in designing educational interventions to support these outcomes is a lack of high-quality measures that could help educators, students, parents, and others understand how students perform and monitor their development over time. This report provides guidelines to promote thoughtful development of practical, high-quality measures of interpersonal and intrapersonal competencies that practitioners and policymakers can use to improve valued outcomes for students
Improving teaching effectiveness : implementation : the Intensive Partnerships for Effective Teaching through 2013-2014 by Brian M Stecher( )

7 editions published in 2016 in English and held by 637 WorldCat member libraries worldwide

"To improve the U.S. education system through more-effective classroom teaching, in school year 2009--2010, the Bill and Melinda Gates Foundation announced the Intensive Partnership for Effective Teaching sites. The Intensive Partnerships Initiative is based on the premise that efforts to improve instruction can benefit from high-quality measures of teaching effectiveness. The initiative seeks to determine whether a school can implement a high-quality measure of teaching effectiveness and use it to support and manage teachers in ways that improve student outcomes. This approach is consistent with broader national trends in which performance-based teacher evaluation is increasingly being mandated at state and local levels. To test the theory in practice, the foundation sought partnership sites. It selected three school districts -- Hillsborough County Public Schools in Florida, Shelby County Schools in Tennessee, and Pittsburgh Public Schools in Pennsylvania. The foundation also selected four charter management organizations -- Alliance College-Ready Public Schools, Aspire Public Schools, Green Dot Public Schools, and the Partnerships to Uplift Communities, all in California. To evaluate Intensive Partnership implementation, researchers from the RAND Corporation and the American Institutes for Research interviewed annually central-office staff at each site and teachers and other staff in a sample of schools for each site. They also used data from annual teacher and school-leader surveys and documents that the sites and the foundation provided. This report summarizes the implementation status of key reform elements at each site when the Intensive Partnerships initiative launched and five years later in the spring of 2014."--
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( )

6 editions published in 2013 in English and held by 591 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 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( )

7 editions published in 2016 in English and held by 570 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
Laying the foundation for successful school leadership by Susan Burkhauser( )

5 editions published in 2013 in English and held by 545 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
Dewey the library cat : a true story by Vicki Myron( Recording )

18 editions published between 2010 and 2014 in English and No Linguistic content and held by 505 WorldCat member libraries worldwide

Abandoned in a library book drop slot in the dead of winter, a remarkable kitten miraculously endured the coldest night of the year. Dewey Readmore Books, as he became known, quickly embraced his home inside Spencer's public library, charming the struggling small town's library-goers. As word of Dewey's winning tail, or rather his tale, spread, the library cat gained worldwide fame as a symbol of hope and proof positive that one small cat could change a town, one reader at a time
Addressing challenges in evaluating school principal improvement efforts by Susan Burkhauser( )

2 editions published in 2012 in English and held by 437 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
Inspiration, perspiration, and time : operations and achievement in Edison Schools by Brian P Gill( )

2 editions published in 2005 in English and held by 399 WorldCat member libraries worldwide

New forms of governing and managing public schools have proliferated in recent years, spawning the establishment and growth of companies contracted to operate public schools. Among these education management organizations (EMOs), the largest and most visible is Edison Schools. In 2000, Edison asked RAND to analyze its achievement outcomes and design implementation. RAND designed an evaluation to address the following research questions: * What are Edison's strategies for promoting student achievement in the schools it manages? * How are Edison's strategies implemented in those schools? * How does Edison's management of schools affect student achievement? * What factors explain differences in achievement trends among Edison schools? The resources and accountability systems that constitute Edison's design represent a coherent, comprehensive, and ambitious strategy to address key elements relevant to providing high-quality education. The best-functioning Edison schools demonstrate the promise inherent in Edison's model, but this monograph reports considerable variation in the extent to which the schools realize the Edison ideal. Average rates of student proficiency in Edison schools improve over time. On average, gains of Edison schools during the first three years of Edison operation do not exceed the gains of matched conventional public schools, but Edison results improve in years four and five. Edison's average long-term gains are comparable to or better than those of matched conventional public schools. Analysis of a number of case-study Edison schools suggests that schools that effectively implement the wide-ranging Edison curriculum, establish Edison's professional environment, and operate with strong instructional leaders under limited constraints have positive achievement results. Given that Edison's results have not been uniformly positive, this monograph suggests some actions that Edison and its current and future clients can take to promote greater consistency of results, in terms of both implementation and student achievement
Charter school operations and performance : evidence from California by Ron W Zimmer( )

4 editions published between 1999 and 2003 in English and held by 379 WorldCat member libraries worldwide

This book contains a report of a study commissioned by the California Legislature to examine charter schools in the state. The study considered the following four questions: (1) What population of students attends charter schools? (2) Is student achievement higher in charter schools than in conventional public schools? (3) What oversight and support do the chartering authorities provide? And (4) How do charter schools differ from conventional public schools in terms of their operation, including finances, academic environment, and staffing? Data for the study were gathered from surveys of principals in all charter schools, from a demographically matched subset of conventional public schools, from a survey of chartering authorities, from case studies at nine charter schools and all but one other chartering authority, and from a number of databases. The study found that charter schools are not homogeneous; they vary along a number of dimensions. There is no single charter-school effect. These differences affect accessibility, achievement, operation, and governance. The report includes a number of recommendations for policymakers. Appended are the research methods and instruments used in the study, a table of academic outcomes at charter schools, and a discussion of charter and conventional public-school comparison methods. (Contains 36 figures and 54 tables.) (Wfa)
Using student achievement data to support instructional decision making( )

3 editions published in 2009 in English and held by 261 WorldCat member libraries worldwide

The worst-case scenario survival handbook : dating & sex by Joshua Piven( Recording )

10 editions published between 2002 and 2013 in English and held by 185 WorldCat member libraries worldwide

A guide to negotiating the perils of dating offers advice on escaping from a bad date, coping with fashion emergencies, dealing with a drunken date, and ending a relationship, and includes a list of useful excuses and a guide to body language
So 5 minutes ago : a novel by Hilary De Vries( Recording )

5 editions published between 2004 and 2006 in English and held by 153 WorldCat member libraries worldwide

The story of one young woman's attempt to make it in the shark-infested waters of Hollywood
External audiences for test-based accountability : the perspectives of journalists and foundations by Laura S Hamilton( Book )

6 editions published in 2004 in English and held by 141 WorldCat member libraries worldwide

The No Child Left Behind Act (NCLB) requires states to adopt test-based accountability systems designed to promote improved achievement by setting clear goals for student learning, measuring students' progress toward those goals, and holding educators accountable for this progress through the dissemination of results and the imposition of rewards, sanctions, and assistance. Although much has been written about the law, little has been written about the interaction of NCLB with external audiences that do not have formal connections with the schools. This study focuses on two key external audiences that are involved in public education and that frequently use data from schools and districts in their work--print journalists and foundation program officers. The authors use insights from conversations with journalists and program officers to identify ways to improve the utility of information from test-based accountability systems. They summarize the data needs of the two groups and the problems they encounter when trying to interpret test results and offer advice to the producers of performance reports and analyses (states, school districts, and researchers) and to the external consumers of those reports (journalists and program officers) on how to enhance the utility of the information
Working smarter to leave no child behind : practical insights for school leaders by Brian M Stecher( Book )

3 editions published in 2003 in English and held by 139 WorldCat member libraries worldwide

Accountability based on student test results is the heart of the No Child Left Behind Act, which assumes that schools can solve their problems if given proper incentives and technical assistance, and that parents should have educational alternatives if the schools fail to do so. This paper discusses evidence on accountability systems, describes the act's accountability model and its underlying assumptions, and offers educators specific recommendations for effective operation in an era of accountability
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Making sense of test-based accountability in education
Standards-based accountability under no child left behind : experiences of teachers and administrators in three statesValue-added assessment in practice : lessons from the Pennsylvania Value-Added Assessment System pilot projectDewey the library cat : a true storyInspiration, perspiration, and time : operations and achievement in Edison SchoolsCharter school operations and performance : evidence from CaliforniaThe worst-case scenario survival handbook : dating & sexSo 5 minutes ago : a novelWorking smarter to leave no child behind : practical insights for school leaders
Alternative Names
Hamilton, Laura

Hamilton, Laura (Laura S.)

Hamilton, Laura S.

English (146)