Predicting Middle Level State Standardized Test Results Using Family and Community Demographic Data

Tienken, Christopher H.; Colella, Anthony; Angelillo, Christian John; Fox, Meredith; McCahill, Kevin R.; Wolfe, Adam

doi:10.1080/19404476.2016.1252304

Cited by 17 publications

(8 citation statements)

References 16 publications

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“…Shared cognitive models enable administrators to manage various, redundant information caused by complexity by simplifying environmental complexity. In this context, models regarding school categorizations indicate which type or scale of schools to be compared with by determining their positions relative to others (Tienken, Colella, Angelillo, Fox, McCahill, & Wolfe, 2017). On the other hand, it is understood that the relationship between environmental scanning and cognitive models is mutual as data from scanning can be used not only to nurture the current models, but also modify them (Vandenbosch & Higgins, 1996).…”

Section: Discussionmentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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This conceptual study examines the analogies between schools and complex adaptive systems and identifies strategies used to manage schools as complex adaptive systems. Complex adaptive systems approach, introduced by the complexity theory, requires school administrators to develop new skills and strategies to realize their agendas in an ever-changing and complexifying environment without any expectations of stability and predictability. The results indicated that in this period administrators need to have basic skills such as (a) diagnosing patterns emerging from complexity, (b) manipulating the environment by anticipating potential patterns organizations may evolve into, (c) choosing organizational structures compatible with an ever-changing and complexifying environment and (d) promoting innovation to create and manage organizational changes. Although these skills enable administrators to reduce complexity into a manageable form to some extent, stakeholders' having a common perspective regarding their schools and environments, and executing their activities in accordance with a shared vision are required to turn these skills into complexity management strategies.

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Section: Discussionmentioning

confidence: 99%

Managing schools as complex adaptive systems: A strategic perspective

Fidan

2017

iejee

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“…Such a framework shifts the emphasis from reporting positive results (e.g., EE strategies being better than non-EE strategies) to celebrating null effects (i.e., no difference between EE and non-EE strategies). Many readers likely adopt the view that academic measures (e.g., standardized test scores) are poor indicators of student learning that ignore critical factors such as motivation or affective gains (Aydeniz and Southerland, 2012;Tienken et al, 2017). We agree with this view but argue that academic outcomes are clearly a metric of interest to policy makers and funders and are essential to advocate for EE in schools.…”

Section: Introductionmentioning

confidence: 90%

Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing

Stevenson

Peterson²,

Carrier

et al. 2019

Front. Commun.

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“…More than half a decade has passed since the enactment of ESSA; the school-level accountability system, which uses student test scores from state-mandated standardized tests for identifying schools that need support, was largely established under NCLB waivers authorized during the Obama administrations’ Race to the Top initiative (Tienken et al, 2017 ). ESSA’s policy framework devolves the design and execution of accountability regimes but retains the test-based regime of these previous policies; notably federal mandates for annual and statewide testing and reporting.…”

Section: Essa Policy History: Change or Continuity?mentioning

confidence: 99%

“A very small cog in the wheel”: principals’ perceptions of change and continuity in the wake of ESSA reforms

Kim

Reid

Galey

2022

Asia Pacific Educ. Rev.

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In 2015, the Every Student Succeeds Act (ESSA) was signed into law, replacing No Child Left Behind as the statutory education policy of the federal government of the United States (US). Building on prior shifts in accountability policy at the state level, ESSA focused attention and resources on building school leadership capacities. Five years on, how has the implementation of ESSA changed principals’ perceptions of accountability? We compare state policy documents and principal interviews to elucidate the impacts of ESSA on school accountability and leadership in two states—Pennsylvania and New Jersey. Despite major differences in state support for principal’s capacity building found in ESSA plans, interview data suggest that most principals have little knowledge of ESSA policy and do not perceive the influence of ESSA on changes in their day-to-day work. We discuss the implications of this discrepancy between the ESSA policy and practice for researchers and school leaders.

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Predicting Middle Level State Standardized Test Results Using Family and Community Demographic Data

Cited by 17 publications

References 16 publications

Managing schools as complex adaptive systems: A strategic perspective

Managing schools as complex adaptive systems: A strategic perspective

Making the Case for a Null Effects Framework in Environmental Education and K-12 Academic Outcomes: When “Just as Good” Is a Great Thing

“A very small cog in the wheel”: principals’ perceptions of change and continuity in the wake of ESSA reforms

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