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Uncover buried data to close the achievement gap!
Standardized test scores only reveal part of the story. Many hidden factors contribute to the achievement gap and chronic low school performance. The authors dramatically illustrate how to mine data from nontraditional sources—disciplinary policies, teacher attendance, special education referrals, and more—to uncover and eliminate systemic inequities. This solution-focused guide helps teachers and leaders:
- Ask the right questions
- Verify data that affects graduation rates, special education placement, and the achievement of English learners
- Effectively analyze data to improve student achievement
- Challenge the status quo and take action
- Sales Rank: #560512 in Books
- Brand: Corwin
- Published on: 2010-08-04
- Original language: English
- Number of items: 1
- Dimensions: 9.95" h x .73" w x 7.07" l, 1.39 pounds
- Binding: Paperback
- 312 pages
- Helps you identify sources of data and questions to ask
- Examines disparities in graduation rates, special education placement and the achievement of English
- Includes data exercises to help you analyze your school or district as you readData Strategies to Uncover
- Title - Data Strategies to Uncover and Eliminate Hidden Inequities
- Sub Title - The Wallpaper Effect
Review
"Systemic barriers inhibiting progress for culturally and linguistically diverse students do exist. The 'Other Data' found in this book will spark the necessary inquiry to surface the roots of these challenges and ultimately lead to the elimination of inequitable outcomes plaguing our schools. Equity warriors everywhere will find this useful resource packed with effective strategies, user-friendly processes, and helpful tools." (Jennifer Frentress, Director of Teaching and Learning 2010-04-20)
"This book provides numerous and explicit examples of ways to use hidden data to reveal the other truths behind student achievement and to inform decision-making processes. The authors spell out for practitioners the 'So what?' and 'What now?' aspects that many practitioners find challenging after analyzing data. I highly recommend this book for teachers, counselors, site and district administrators, parents, and any other stakeholders interested in using data as a tool to identify gaps in access and opportunities for success in school and beyond." (Tonia Causey-Bush, Director of Research, Evaluation, and Accountability 2010-04-06)
“This easily digestible guide takes a real-world approach at revealing the truth behind student and school assessments. The 'Your Turn' activities are elegant in their flexibility and simplicity. The Wallpaper Effect should be required reading for both novice and veteran educators."
(Keisha L. Bentley, Assistant Professor of Educational Psychology 2010-05-03)"This volume provides an energizing alternative to accounts that press for even more attention to numbers. The ‘wallpaper’ metaphor offers powerful suggestions for uncovering inequities, and the rich portrayals offer words of advice to those who care about the education of our nation’s children."
(Robert Calfee, Professor Emeritus 2010-05-07)
"My teachers and I have used Dr. Johnson’s previous work to dramatically increase student outcomes at the elementary and high school level. Data Strategies recognizes the complexity of the context of student learning and how effective schools use more than just “snap shot” data sources to reveal what impacts student learning the most in your specific school. Data Strategies gives real-world examples and step-by-step strategies for involving students, families, teachers, and principals in culturally responsive leadership. Using data to uncover inequities in our schools is a powerful, transformative, and critical strategy for the long-term success of all our children. Data Strategies provides hope for all our schools in a compelling, thoughtful way." (Deborah Peterson, Retired Principal 2010-04-16)
"Dr. Johnson brings together compelling evidence to create understanding and urgency around improving learning for ALL students. The book's case studies and charts provide undeniable evidence that disparities do exist, but also offer hope through powerful real-life success stories." (Sara Arispe, Executive Director, Accountability and Data Quality 2010-05-20)
"Schools can’t make up for the fact that we as a society have left many of our children behind. But schools can make a difference for a lot more children than they currently do. Ruth Johnson and Robin Avelar La Salle provide a comprehensive overview of how to use data to provoke questions that lead to the kind of quality education that all students deserve. This book should be required reading in every school district." (Gary Anderson, Professor 2010-04-20)
"It serves as a valuable resource for educational leaders striving to be both fluent with accountability discourse and sophisticated in tackling educational inequities. Rather than denouncing what is weak, Johnson and La Salle provide guidance to help educators take seriously their obligation to craft effective teaching and learning environments and to do so with transparency and aplomb." (Martin Scanlan The Journal of Educational Research, 2012 2012-05-01)
About the Author
Ruth S. Johnson is a professor emeritus at California State University, Los Angeles. She has served in a variety of educational settings in New Jersey and California. Ruth received her Ed.D. in 1985 from Rutgers, The State University of New Jersey. Her dissertation was titled An Exploratory Study of Academic Labeling, Student Achievement and Student Ethnographic Characteristics. At the K–12 level, she served as a classroom teacher, an instructional consultant, a director of elementary education, an analyst, an assistant superintendent of schools in the areas of curriculum and business, and as a superintendent of schools. She initiated efforts that resulted in raising academic standards and student achievement in low performing school districts. She served as an education consultant for the New Jersey Department of Education and as a director for two non-profit organizations in California which focused on raising student achievement in underserved student populations. Her major scholarly interests and publications focus on processes related to changing the academic culture of urban schools, with an emphasis on access and equity. In addition to her four published books, she has written numerous book chapters, articles, editorials, research reports, and manuscript reviews. As a recognized speaker, she has presented nationally to scholarly and professional audiences and serves as a consultant to schools and districts.
Robin Avelar La Salle grew up in Echo Park, near downtown Los Angeles. Avelar La Salle holds a Ph.D. in Education from Stanford University with emphasis on Language, Literacy and Culture. She taught elementary, middle, high school and university students in Southern and Northern California. Avelar La Salle spent years as the Administrator for Curriculum, Staff Development and Assessment at a school district outside of Los Angeles. She has held numerous positions in research and consulting focused on advancing academic success for historically underperforming students. Currently, Avelar La Salle is co-founder and Chief Program Officer for PRINCIPAL’s Exchange, a California State-approved external evaluation firm dedicated to improving schools and districts serving high-poverty, high-minority communities.
Most helpful customer reviews
1 of 2 people found the following review helpful.
Realistic
By Jen
Very detailed with concrete examples. This is one of the most tangible presentations of ideas. I like how different perspectives are presented, e.g. not only good results come with data collection, miscalculations and misinterpretations could happen. A reminder of the multifaceted aspects of education and data is only one of them.
1 of 2 people found the following review helpful.
Excellent Book
By Lorraine Lopez
Great book on uncovering hidden inequities by analyzing school data. This book was recommended and I'm happy I listened. Thanks!
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