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March 2002
E-Newsletter, March 2002
MINORITY STUDENT ACHIEVEMENT: Closing the Gap (An Update)
The Annenberg Institute recently hosted a meeting on closing the achievement gap in secondary schools. Over 120 participants from Challenge sites and other reform networks met in early February to share ways that large urban school districts are raising achievement for all students, especially children of color and those from low-income families. In small-group sessions, participants reviewed data on the performance gap; discussed root causes; and heard from several districts that are successfully promoting high achievement for all students. Participants also met in their district teams for exercises and planning that focused on solutions rather than problems.
> Background materials
[For text-based discussions and case studies and several exercises (including a “jigsaw”) used at the meeting are available, as well as a detailed summary and list of resources.]
IMPROVING ACHIEVEMENT IN MATH AND SCIENCE: A Workshop for School Leaders
A collaboration of the Annenberg Institute and the Harvard-Smithsonian Center for Astrophysics entitled “Assessment in Math & Science: What's the Point?” is being re-telecast on the Annenberg/CPB Channel between March 23 and May 11, 2002. Produced in 1998, the eight-part series features K-12 principals and educators who have found ways to work more effectively to improve student achievement in science and math. Annenberg/CPB programming is available to schools and community agencies at no charge via satellite downlink.
> For program descriptions, broadcast dates and downlink information, visit the Annenberg/CPB Web site.
UK-US SEMINAR ON URBAN SCHOOL REFORM
The Annenberg Institute's National Task Force on Urban Districts (known as School Communities that Work) hosted a seminar last fall to explore common urban school improvement concerns in the United States and the United Kingdom. Members of the School Communities that Work Core Group and a delegation of British officials from the national and local levels shared ideas about problems both nations are grappling with, from improving the quality of teaching to holding schools accountable for results.
> A Seminar Summary
[Lessons Learned and Shared: A UK-US Seminar on Urban School Reform, is now available on the Task Force Web site.]
PROMOTING THE VITAL ROLE OF DISTRICTS
Annenberg Institute staff member Marla Ucelli was recently asked to testify before the California Assembly's Select Committee on Low-Performing Schools. In her message, she urged the committee to recognize that even well-intentioned efforts to turn around low-performing schools wouldn't reach enough schools or be sustainable unless serious attention is paid to the key role that districts can play in building the capacity of schools to improve teaching and learning. The Institute's Task Force on the Future of Urban Districts was created in 2000 to address this key role and to develop a variety of ways to strengthen "communities of schools" that effectively educate all their students.
> Complete text of the testimony
LEADERSHIP CHANGES IN AISR'S ACCOUNTABILITY INITIATIVE
The Institute's Director for Rethinking Accountability, Dr. Katherine J. Nolan, has regretfully resigned from her position effective March 30. She has accepted a position at the City College of Chicago, Office of the Associate Vice Chancellor, as Executive Director of Standards. Since coming to the Institute in 2000, Kate has worked extensively with both the Rhode Island Department of Education and the Providence Public Schools to help strengthen their accountability programs; she has written and spoken widely to promote the use of data in accountability systems; and she was instrumental in developing the new National Accountability Network, which had its inaugural meeting earlier this month.
Dennis Palmer Wolf was recently appointed to fill the position left vacant by Kate Nolan's departure. Dennie (as she is widely known) will lead the Institute's Rethinking Accountability efforts, which encourage data-informed accountability that supports continuous improvement in school, district, and state systems. She will head the small staff that is supporting the work of the National Accountability Network in partnership with the Council of Chief State School Officers and the Cross City Campaign for Urban School Reform.
Before coming to the Institute, Dennie co-directed the Harvard Institute for School Leadership and taught at Clark University in Worcester, MA. She will continue as the executive director of Projects in Active Cultural Engagement (PACE), a nonprofit organization based in Cambridge, MA.
Dennie brings to the Institute an interest in widening the current concept of accountability, in expanding the definition of valued outcomes to include other aspects of youth development, such as community engagement, and in exploring how districts and states could collect and use data on longitudinal student growth.
> For more background, go to Dennie's biography.
E-Newsletter, March 2002
MINORITY STUDENT ACHIEVEMENT: Closing the Gap (An Update)
The Annenberg Institute recently hosted a meeting on closing the achievement gap in secondary schools. Over 120 participants from Challenge sites and other reform networks met in early February to share ways that large urban school districts are raising achievement for all students, especially children of color and those from low-income families. In small-group sessions, participants reviewed data on the performance gap; discussed root causes; and heard from several districts that are successfully promoting high achievement for all students. Participants also met in their district teams for exercises and planning that focused on solutions rather than problems.
> Background materials
[For text-based discussions and case studies and several exercises (including a “jigsaw”) used at the meeting are available, as well as a detailed summary and list of resources.]
IMPROVING ACHIEVEMENT IN MATH AND SCIENCE: A Workshop for School Leaders
A collaboration of the Annenberg Institute and the Harvard-Smithsonian Center for Astrophysics entitled “Assessment in Math & Science: What's the Point?” is being re-telecast on the Annenberg/CPB Channel between March 23 and May 11, 2002. Produced in 1998, the eight-part series features K-12 principals and educators who have found ways to work more effectively to improve student achievement in science and math. Annenberg/CPB programming is available to schools and community agencies at no charge via satellite downlink.
> For program descriptions, broadcast dates and downlink information, visit the Annenberg/CPB Web site.
UK-US SEMINAR ON URBAN SCHOOL REFORM
The Annenberg Institute's National Task Force on Urban Districts (known as School Communities that Work) hosted a seminar last fall to explore common urban school improvement concerns in the United States and the United Kingdom. Members of the School Communities that Work Core Group and a delegation of British officials from the national and local levels shared ideas about problems both nations are grappling with, from improving the quality of teaching to holding schools accountable for results.
> A Seminar Summary
[Lessons Learned and Shared: A UK-US Seminar on Urban School Reform, is now available on the Task Force Web site.]
PROMOTING THE VITAL ROLE OF DISTRICTS
Annenberg Institute staff member Marla Ucelli was recently asked to testify before the California Assembly's Select Committee on Low-Performing Schools. In her message, she urged the committee to recognize that even well-intentioned efforts to turn around low-performing schools wouldn't reach enough schools or be sustainable unless serious attention is paid to the key role that districts can play in building the capacity of schools to improve teaching and learning. The Institute's Task Force on the Future of Urban Districts was created in 2000 to address this key role and to develop a variety of ways to strengthen "communities of schools" that effectively educate all their students.
> Complete text of the testimony
LEADERSHIP CHANGES IN AISR'S ACCOUNTABILITY INITIATIVE
The Institute's Director for Rethinking Accountability, Dr. Katherine J. Nolan, has regretfully resigned from her position effective March 30. She has accepted a position at the City College of Chicago, Office of the Associate Vice Chancellor, as Executive Director of Standards. Since coming to the Institute in 2000, Kate has worked extensively with both the Rhode Island Department of Education and the Providence Public Schools to help strengthen their accountability programs; she has written and spoken widely to promote the use of data in accountability systems; and she was instrumental in developing the new National Accountability Network, which had its inaugural meeting earlier this month.
Dennis Palmer Wolf was recently appointed to fill the position left vacant by Kate Nolan's departure. Dennie (as she is widely known) will lead the Institute's Rethinking Accountability efforts, which encourage data-informed accountability that supports continuous improvement in school, district, and state systems. She will head the small staff that is supporting the work of the National Accountability Network in partnership with the Council of Chief State School Officers and the Cross City Campaign for Urban School Reform.
Before coming to the Institute, Dennie co-directed the Harvard Institute for School Leadership and taught at Clark University in Worcester, MA. She will continue as the executive director of Projects in Active Cultural Engagement (PACE), a nonprofit organization based in Cambridge, MA.
Dennie brings to the Institute an interest in widening the current concept of accountability, in expanding the definition of valued outcomes to include other aspects of youth development, such as community engagement, and in exploring how districts and states could collect and use data on longitudinal student growth.
> For more background, go to Dennie's biography.
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