This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions.The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest.RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Library of Congress Cataloging-in-Publication Data is available for this publication.ISBN: 978-1-9774-0065-9 For more information on this publication, visit www.rand.org/t/RR2303Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2018 RAND CorporationR® is a registered trademark. Cover: caption/source information.iii PrefaceThis report provides an in-depth description of Louisiana's approach to improving educational experiences and student outcomes. Louisiana has received recent attention for some of its new policies and promising early results. Thus, its approaches could merit closer study. As we document, Louisiana's most recent reforms have focused not only on K-12 academics but also on the systems that coexist and interact with K-12 academics, including teacher preparation, early childhood education, and graduation pathways. We particularly focus on the reform strategies that the Louisiana Department of Education (LDOE) has been implementing since 2012, when a new state superintendent of schools was appointed by the Louisiana Board of Elementary and Secondary Education. Since that time, LDOE has utilized a range of policy levers to work toward its goals. These policy levers include accountability but also emphasize resources, tools, and incentives intended to support and build capacity for accountability mandates. What is perhaps most notable about Louisiana's approach is the systematic, focused, and frequent communication and planning processes LDOE has set in motion to support its reform efforts.This overview of Louisiana's education reform strategies should be of interest to those seeking to keep track of the vast changes being made in the state, as well as education stakeholders in other states who are interested in making system-wide changes to affect educational outcomes. However, we have not yet collected any data on how Louisiana's strategies are being perceived and implemented by stakeholders at the ground level, such as teachers, school leaders, and child care agencies. In ad...
The rapid turnover of novice teachers is a stubborn challenge plaguing schools across the country. The field has come to some consensus about key elements of effective novice teacher support that have potential to ameliorate this problem, although this knowledge has been applied in an inconsistent fashion. Beginning teacher support is a complex issue that functions on many levels: It impacts teachers, school administrators, districts, and the educational system and labor market more broadly. This article analyzes a collaborative effort to tackle this problem: the Building a Teaching Effectiveness Network (BTEN). We use a qualitative case study approach to analyze how BTEN schools supported new teacher development using a standard feedback process and improvement science methods. This analysis offers evidence that these methods enabled participants to learn about their schools while enacting and enhancing the teacher support process, and to reckon with persistent norms that can be obstacles to creating improvement in schools.
Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation.
H istorically, the state of Louisiana has earned low marks when it comes to K-12 academic achievement. Low kindergarten readiness rates, low national assessment scores, low college attainment rates, and high unemployment rates among high school graduates have defined the state's education system for decades. Since 2012, however, the Louisiana Department of Education has taken bold strides toward making systemic shifts in the state's education system. Some changessuch as restructuring the early childhood education system and graduation requirements for high school students-have been extensive. Others-such as changes to curricula for English language arts (ELA), mathematics, social studies, and sciencehave been structurally modest but have big implications for teaching and learning. Regardless of their scope and area of focus, all reforms have been designed with one goal in mind: to improve outcomes for all Louisiana public school students.
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