Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
➤ Gửi thông báo lỗi ⚠️ Báo cáo tài liệu vi phạmNội dung chi tiết: Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
Running head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22mental Evaluation"Donald J. Peurach University of MichiganSarah Winchell LenhoffMichigan State UniversityJoshua L. Glazer The Rothschild FoundationPaper presented at the 2012 Conference of the National Center on Scaling Lip Effective Schools Nashville. TN: June 10-12. 2012Author NoteDonald J Peurach Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22, School of Education. University of Michigan: Sarah Winchell Lenlioff Michigan State University; Joshua L Glazer. The Rothschild FoundationThe authorLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
s gratefully acknowledge funding received from the School of Education at the University of Michigan and from the Education Policy Center at Michigan Running head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22 E-mail: dpeurach@umich.edu.Running head: LARGE SCALE HIGH SCHOOL REFORM2ABSTRACTThe following analysis lias two aims: to examine the potentially negative consequences of summative impact evaluations on school improvement networks as a strategy for large scale high school reform: and to examine form Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ative "developmental evaluations" as an alternative The analysis suggests that It IS possible to leverage theory and research to propose meaningful crLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
iteria for developmental evaluation, and a developmental evaluation of a leading, high school-level school improvement networks suggests that these crRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22or developmental evaluation.Keywords: evaluation, impact evaluation, developmental evaluation, best practice, educational reform, innovation, knowledge production, organizational learning, replication, scale, school turnaround, sustainabilityRunning head: LARGE SCALE HIGH SCHOOL REFORM3Large Scale H Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22igh School Reform through School Improvement Networks: Examining Possibilities for "Des elopmental Evaluation"The national education reform agenda hasLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
rapidly evolved to include a keen focus on large-scale high school improvement. hl contrast to targeted interventions, one promising reform strategy Running head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22 lor example, as supported by comprehensive school reform providers, charter management organizations, and education management organizations (Glazer mid Peurach, 2012: Pcurach and Glazer. 2012).' Examples include the Knowledge is Power Program, the New Tech Network, and Green Dot Public Schools.Ove Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22r the past twenty years, school improvement networks have benefrtted from billions of dollars in public and philanthropic support, largely on their peLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
rceived potential to support rapid, large-scale improvement in student achievement. Even so. research on the management, implementation, and effectiveRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ll some cases (Bcrends. Bodlily. & Kilby. 2002; Borman, llcwcs. Overman. & Blown. 2003; Glennan. Bodilly, Galegher. & Kerr, 2004: Peurach. 2011). Further, research suggests that their emergence and maturation is highly dependent on coordinated cnvnonmcnlal supports (Glazer and Peurach. 2012). with f Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ederal policy a key component and driver of such supports (Bulkley and Burch, 2012; Pcurach, 2011).1 We distinguish school improvement networks from tLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
he "networked improvement communities" advanced by the Carnegie Foundation for the Advancement of Teaching (Bryk. Gomez. & Grunow. 2010). In school imRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ces" across outlets. More in keeping with ideas of "open source" networks, the hub 111 networked improvement communities establishes an infrastructure to support (and insure the integrity of) distributed design and problem solving activity among outlets. For more on tills comparison, see Clyburn (20 Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation2211).Running head: LARGE SCALE HIGH SCHOOL REFORM4The disconnect between expectations for rapid success and slow rates of emergence and maturation canLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
leave school improvement networks vulnerable to rapid shifts in environmental support, both individually and en masse. For example. Ill the case of coRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22able effects on student achievement was instrumental in the rapid dissolution of en\ ironmental supports and the subsequent decline of the movement, despite billions of dollars in public and private investment and despite the potential loss of formidable intellectual capital in failed networks (Peur Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ach and Glazer. 2012).For those who see potential 111 school improvement networks, the preceding suggests a need to stabilize the agenda for high schoLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
ol improvement to create rhe time requned for networks operating at the high school level to emerge and mature. That, in turn, requires complementing Running head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22o identify the replicable effectiveness of school-wide improvement programs. By contrast, new developmental evaluations would be formative in nature, and designed to provide evidence of strengths and vulnerabilities that have potential to support (or to undermine) replicable effectiveness?Developmen Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22tal evaluations would be useful to policy makers, philanthropists, and other decision makers to assess progress and to guide funding decisions They woLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
uld be useful to practicing reformers 111 improving the structure and function of school improvement networks.As discussed III this paper, our notion Running head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22sented as an alternative nor only to summativc impact evaluation but. also, to formative evaluation cn route to summativc impact evaluation (which IS the approach that we discuss and develop here). While we lean strongly toward Patton's approach, the place of stimulative impact evaluation in contemp Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22orary educational reform has US beginning Olli work by considering developmental evaluation in interaction with stimulative impact evaluation.RunningLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
head: LARGE SCALE HIGH SCHOOL REFORM5And they would be useful to schools and districts 111 selecting school improvement networks with which to partnerRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22cts on student achievement, those vested 111 school improvement networks lack a small number of readily investigated markers that could be used to demonstrate progress, argue for agenda stability, and improve operations.Tims, the piupose of this analysis is to propose and investigate criteria for th Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22e developmental evaluation of school improvement networks. Our argument is that it is possible to leverage theory and research to propose meaningfillLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
criteria for developmental evaluation, and our investigation suggests value ill using these criteria to generate formative feedback for an array of stRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ed in assumptions that school improvement networks emerge and mature in accordance with a sequential, diffusion-oriented logic. In the second, we propose an alternative, evolutionary logic and associated criteria as the basis for developmental evaluation, anchored 111 an understanding of school impr Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22ovement networks as contexts for collaborative, experiential learning In the third, we demonstrate the power of these criteria by using them to structLarge-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22
ure a developmental evaluation of the New Tech Network, a leading, high school level school improvement network. In the fourth, we reflect on all of tRunning head: LARGE SCALE HIGH SCHOOL REFORM1Large Scale High School Reform through School Improvement Networks: Examining Possibilities for "Developm Large-Scale-High-School-Reform-through-School-Improvement-Networks-Examining-Possibilities-for-22Developmental-Evaluation22nd ChallengesGọi ngay
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