The Every Student Succeeds Act, State Efforts to Improve Access to Effective Educators, and the Importance of School Leadership

Fuller, Edward J.; Hollingworth, Liz; Pendola, Andrew

doi:10.1177/0013161x17711481

Cited by 16 publications

(14 citation statements)

References 77 publications

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“…However, we only find 13 states linking such activities to their School Quality or Student Success indicator. These findings are congruent with Fuller and colleagues (2017) who show that access to quality teachers and leaders in low-performing schools remains challenging. Consequently, states show limited engagement in linking these activities with actual school improvement.…”

Section: Resultssupporting

confidence: 88%

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Voto

Reedy²

2019

Journal of Research on Leadership Education

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This article examines whether states under the Every Student Succeeds Act (ESSA) are prioritizing education leadership to improve schools. Examining all 52 consolidated plans, we found that while the federal law increases states’ flexibility toward such ends, states have taken advantage to varying degrees. We argue that forces at both the state and federal levels are responsible. Recommendations are further discussed as to how the next reauthorization can better address this important link in practice.

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Section: Resultssupporting

confidence: 88%

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Voto

Reedy²

2019

Journal of Research on Leadership Education

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“…Furthermore, while a plethora of studies have examined how specific student demographics influence principal turnover, few studies have examined this relationship for students with disabilities (Rangel, 2017). Finally, research on the impact of policy on principal turnover is often limited to federal-level mandates, with few studies accounting for state and local policy (Fuller et al, 2017;Mitani, 2019;Tekleselassie & Choi, 2019). In fact, only a few studies have examined the adverse outcomes related to the Texas special education cap (DeMatthews & Serafini, 2019).…”

Section: Policy and Principal Turnover: The Impact Of The Texas Special Education Capmentioning

confidence: 99%

Policy and principal turnover: The impact of the Texas special education cap

Mandel

Pendola

2021

EPAA

Self Cite

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Accountability policies in education play a significant role for the principals tasked with facilitating the implementation of these reforms at the school-level. While these policies are most often intended to improve student outcomes, this is not always the case. In some instances, these policies can prove detrimental to schools, yet principals are still responsible for compliance. In Texas, a federal investigation found the Texas Education Agency (TEA) was restricting access to special education services by incentivizing districts to enroll fewer than 8.5% of students, utilizing these numbers as a measure of district performance. The implementation of the “8.5% cap” in 2004 resulted in a sharp decline in special education enrollment. Employing a sample of all principals in Texas before and after the 2004 law, this paper examines how the 8.5% cap impacted school leader attrition during its implementation. Prior to the implementation of the cap in 2004, we find little association between the proportion of students receiving services and principal turnover. After its implementation however, we find that principals in schools enrolling more than 8.5% of students in special education had a .39 higher odds ratio of switching districts and a .14 higher odds ratio of exiting the profession. We conclude by highlighting the scarcity of school labor market research that accounts for state-level education policies and note that policy may be more associated with principal turnover than student characteristics themselves.

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“…In a project designed to improve school districts' use of evaluation system data, each district identified a specific challenge and subsequently conducted root cause analysis to understand the sources of that challenge and then craft an appropriate response (Rowland et al, 2018). Fuller et al (2017) explored state education agencies' efforts to contend with inequitable teacher distribution, finding those agencies were first required to ascertain root causes of the inequitable distribution before devising a formal plan. In other words, state education agencies also are required to develop responses for improvement and engage in root cause analysis processes to do so.…”

Section: Root Cause Analysis As An Assumed Aspect Of Educational Improvement Initiativesmentioning

confidence: 99%

Planning for what? An analysis of root cause quality and content in school improvement plans

Meyers

VanGronigen

2020

JEA

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PurposeLimited research on root cause analysis exists in educational leadership. Accurately diagnosing and detailing root causes—the why—of organizational failure, as is relatively common in other fields, could improve principals' ability to devise situationally- and contextually-responsive solutions in their improvement plans. In this study, the authors analyze school improvement plans to provide insight into how principals use root cause analysis to identify their and their school's failures as a way to respond strategically with goals and action steps.Design/methodology/approachIn this exploratory qualitative study, the authors develop coding schemes and leverage an existing rubric of school improvement plan quality to assess what principals identify as root causes for 216 priorities across 111 school improvement plans.FindingsThe overall quality of root causes submitted by principals was low, typically between “beginning” and “developing” stages. The majority of root causes aligned with priorities and desired outcomes, but fewer than one-third had a systems focus. Moreover, less than half of root causes suggested that school leaders played a part in the organizational failures. The vast majority of plans instead identified teachers as the root cause, foundational fault or “why” of the problem.Originality/valueAn increased understanding of root cause analysis conceptualization and development seems necessary if improvement planning is to be a strategic response to a school's most serious organizational challenges. The predominant approach to school improvement planning has focused almost exclusively on how to succeed or become better with little investment in identifying root causes of organizational decline or failure. This initial study of root cause quality in school improvement planning is a key first step in critically thinking about how improvement is to be achieved when failure is unconceived.

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The Every Student Succeeds Act, State Efforts to Improve Access to Effective Educators, and the Importance of School Leadership

Cited by 16 publications

References 77 publications

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Are States Under ESSA Prioritizing Education Leadership to Improve Schools?

Policy and principal turnover: The impact of the Texas special education cap

Planning for what? An analysis of root cause quality and content in school improvement plans

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