52.022 - Defining Characteristics and Practices of "Odds-Beating" Elementary Schools Implementing the Common Core Learning Standards and the New Annual Professional Performance Review

Session Type: Symposium

Abstract

The Common Core Learning Standards (CCLS) and the new Annual Professional Performance Review (APPR) are two policy drivers in Race-to-the-Top. Are schools able to implement these innovations with fidelity? Do schools with poverty-challenged and diverse students achieve desired results? To address these questions, our research team adopted a comparative case study design using mixed methods (e.g., key informant interviews, focus groups, classroom observations, document reviews, surveys). We visited nine elementary schools. Six were deemed “odds-beaters” because they exceeded predicted performance on CCLS-aligned assessments in math and ELA. The four papers in this session present the research design and sampling method; findings about leadership and literacy instruction; and derived theories of action. A discussant from England provides an international-comparative critique.

Sub Unit

• Division A - Administration / Division A - Section 2: School and District Organization and Effects

Chair

• Michael A. Lawson, University of Alabama

Papers

• Identification and Selection of "Odds-Beating" Elementary Schools: Comparisons of Relative School Performance on Common Core Assessments - Kathryn S. Schiller, University at Albany - SUNY; Michelle Feder

• The Role of Proactive and Adaptive Leadership in the Adoption and Implementation of Two Major Policy Innovations - Francesca T. Durand, The Sage Colleges; Hal A. Lawson, University at Albany - SUNY; Michelle Feder

• Refocusing Priorities for the Common Core: Literacy Instruction in Odds-Beating Diverse Elementary Schools - Kristen C. Wilcox, University at Albany - SUNY; Janet I. Angelis, State University of New York; Karen Gregory, University at Albany - SUNY

• Deriving Theories of Action to Improve Policy, Practice, and Research - Hal A. Lawson, University at Albany - SUNY; Francesca T. Durand, The Sage Colleges; Sarah J Zuckerman, University of Nebraska - Lincoln; Michael A. Lawson, University of Alabama

Discussant

• Alan Dyson, University of Manchester