Establish a clear focus and a strategic framework of core beliefs, effective
practices and goals for improving student achievement
Seven Strategies: How Districts Can
Strategies of Highly Supportive Districts
Promote school leaders’ confidence in their ability to succeed and in their belief that improved school practices are important to their students’ future.
Establishing a shared vision of high expectations for all student groups is essential, along with a strategic planning framework that empowers school leaders and faculty to tailor specific strategic goals and actions for their institution.
District leaders and staff must be held accountable for collaborating effectively with principals, their leadership teams, and faculty members to successfully implement a strategic plan Additionally, it is essential to ensure that principals are responsible for fostering outstanding leadership teams within their schools.
More respondents in the highly and moderately supportive districts said their districts stress high expectations of students than in minimally supportive districts (See Table 3.) While approximately
80 percent of respondents from highly and moderately supportive districts offered comments indicative of high expectations, less than half of respondents from minimally supportive districts offered such statements
Table 3 Comments Indicating High Expectations
Percentage of Respondents Indicating High Expectations*
In this report, a total of 10 interview respondents were gathered from highly supportive districts, 9 from moderately supportive districts, and 16 from minimally supportive districts.
Abel County stands out for its strong commitment to high expectations, encapsulated in its mission statement: “Striving for excellence — no exceptions, no excuses.” Unlike many districts, Abel County has successfully integrated this mission into its culture, with respondents averaging 4.25 mentions of high expectations during interviews, compared to fewer than two in other districts This focus on high expectations highlights the district's understanding that achievement gaps often stem from lower expectations in the classroom The superintendent of Abel County emphasizes the importance of maintaining these high standards for all students.
In this district, there is a strong belief that every child can learn, and this conviction drives our efforts We are committed to engaging with students effectively, understanding that we are their pathway to success Our dedicated administrators and teachers have put in significant effort to foster this environment, embodying an attitude of hope and support We prioritize ensuring that all students remain in school, doing whatever it takes to help them thrive.
In the minimally supportive districts, one respondent contributed seven out of 13 comments reflecting high expectations, highlighting the individual's belief in their significance However, it is evident that a single person's enthusiasm and expertise cannot establish a positive tone across an entire district.
Examples of statements that indicate districts have high expectations include observations that districts can set goals for themselves beyond No Child Left Behindor state requirements:
“There’s also nothing preventing us from going above and beyond.”
“Even though [the goal for] No Child Left Behindis 100 percent for reading and math by 2013–2014, we’re actually aspiring to go toward 100 percent in all subject areas.”
Recent data shows that one district has significantly boosted participation and performance in Advanced Placement (AP) tests over the past four years, tripling the number of tests taken by students As a result, a greater number of students are achieving scores of 3 or higher, which qualifies them for college credit.
Minimally supportive school districts often set low expectations by concentrating their efforts on helping students meet basic Adequate Yearly Progress (AYP) requirements, rather than implementing engaging instructional strategies that promote an accelerated curriculum This approach limits students' preparation for success in college, advanced training, or quality employment According to ACT Inc., there is a significant skills gap, as only 23 percent of the high school graduating class of 2009 was fully prepared for college in all four subject areas assessed by the ACT.
In an environment of low expectations, student achievement stagnates or declines Excessive focus on test preparation to meet basic standards leads to minimal improvements, lacking a clear vision for higher expectations To enhance student achievement and motivation, it is crucial to offer strategic support to school leadership teams through a more balanced approach.
Supportive school districts recognize that the Adequate Yearly Progress (AYP) requirements do not adequately prepare students for college or advanced training As a result, they establish high expectations that encourage students to gain the necessary knowledge and skills for their future success.
Supportive school districts typically possess a strategic vision focused on accelerated learning for all student groups, striving to meet higher standards This approach is essential, as a significant number of students face challenges in graduating from high school and preparing for college and career opportunities.
Setting and maintaining high expectations in education often requires difficult decisions, including the removal of underperforming employees who lack the necessary expertise or belief in the potential of all students to achieve college and career readiness A superintendent from a supportive district noted that some school leaders were removed early in his tenure due to their insufficient commitment and skills to foster a high-performing learning environment He recognized that the emergence of higher expectations was evident when teachers proactively addressed concerns about an ineffective colleague with their principal Similarly, another superintendent highlighted his dedication to empowering principals by providing them with the autonomy, flexibility, and support needed to effectively lead their schools, while also holding them accountable for achieving positive outcomes.
In Broad County, the superintendent recounted the challenges of revitalizing a struggling high school science department, necessitating the replacement of the entire team Achieving commitment from school principals and teacher-leaders to engage all student groups often demands more than just resources; it requires the courage to make tough decisions Furthermore, fostering meaningful accountability hinges on the district's focus on enhancing capacity and offering robust support to principals and their leadership teams.
Focusing intently on student achievement poses a significant challenge for school district leaders, as daily distractions often detract from the primary goal of improving schools An assistant superintendent from a high-performing district noted that prioritizing what to focus on is ultimately a personal choice, and it is easy to become sidetracked by trivial tasks.
… dominate much of your life, as much of your time as you want.”
Securing a commitment from school principals and teacher-leaders to elevate the educational experience for all student groups beyond basic standards often necessitates more than just resources; it demands a readiness to make tough choices.
Organize and engage the school board and district office in support of
Strategies of Highly Supportive Districts
To enhance support for principals and school leadership teams, the central office must be organized to ensure cohesive functioning across human resources, finance, and curriculum and instruction The district strategically hires staff aligned with school plans, aids principals in addressing ineffective teaching, and offers technical expertise—either through central-office personnel or consultants—to facilitate the implementation of strategic improvement plans in schools.
Focus not on micro-managing schools, but on developing school principals’ and staffs’ capacity to implement their school’s strategic improvement plan successfully.
Establish a collaborative presence in the schools, focused on building the capacity of principals and teachers to own school problems and to implement proven solutions
Interviews with successful districts revealed a strong desire to enhance staff engagement in school improvement efforts While some districts noted specific organizational changes aimed at boosting student achievement, the most impactful transformations were in the mindsets and job descriptions of central-office staff, shifting their focus towards curriculum, instruction, and support for schools Changes in job titles and hierarchy were deemed less significant Overall, these insights underscore the district office's mission to effectively support schools in their improvement initiatives.
“Our philosophy in the curriculum division is, ‘We are here to support the schools.’ That is the reason that we’re here.”
“ that’s the expectation from the teaching and learning department — that we are here to serve the schools, to serve the teachers and the principals.”
“Central office should not be something that is done to you It should be an agent that’s there to help you achieve your goals.”
District support of schools requires staff to spend time in schools One assistant superintendent in a medium-sized district, a former successful principal, described his work:
I dedicate significant time to collaborating with high schools on reform initiatives and establishing authentic leadership teams within the schools This ensures that the changes are embraced by those directly involved in the hallways and classrooms My approach is individualized rather than top-down, focusing on setting clear expectations while offering a robust support framework Additionally, I make weekly visits to all the high schools to maintain engagement and support.
In supportive districts, 70% of respondents reported that central office staff frequently engage with schools, while in moderately and minimally supportive districts, only 44% of respondents noted similar levels of central office involvement This highlights a significant disparity in central office presence across different district support levels.
A study on District Leadership Challenges revealed that principals from the most-improved high schools reported significantly more frequent and active visits from central office staff compared to those from the least-improved schools One respondent emphasized that district staff cannot effectively fulfill their roles by remaining stationary in a central office, metaphorically “glued to a chair [and] waving a golden wand” to achieve their objectives.
Focus the Central Office on Support
This year, we are redefining the structure of Chicago Public Schools by prioritizing support for schools over central management Our focus is on empowering principals to lead their schools effectively, ensuring their success in the classroom is our primary goal.
—Arne Duncan, CEO of Chicago Public Schools (and current U.S Secretary of
Tailor Central Office Organization to Raise Student Achievement
Interviews indicate that there are no quick-fix solutions for organizing district offices to enhance support for principals; rather, the way central office staff manage their time and tasks is more crucial Some districts, however, have made organizational changes to better assist principals For instance, Benson County eliminated an assistant superintendent position for athletics and created a new role focused on curriculum and instruction This change was driven by the need to improve academic performance and meet Adequate Yearly Progress (AYP) standards, with strong support from the school board and the public, emphasizing the district's commitment to raising academic achievement.
Respondents reported several other changes to district organization:
Supporting students: A medium-sized district created a new division for student-support services to help its most challenged students.
Valuing professional development:In a few districts, the staff member in charge of professional development has been elevated from a coordinator position to a higher-level director or cabinet- level position.
To enhance educational capacity across all grade levels, several districts have implemented a practice of pairing experienced staff from different educational backgrounds For instance, a superintendent with a focus on elementary education sought an assistant superintendent with robust high school experience from outside the district Similarly, a director of professional development, with a high school background, recruited an individual specializing in elementary education to ensure her office could effectively address the diverse needs of all schools within the district.
Highly supportive school districts have dismantled barriers between various functions, fostering collaboration among all stakeholders, including business administrators, to enhance student education A school board member previously characterized his district as fragmented "little fiefdoms" lacking communication However, this district has successfully transformed its culture, evolving into a highly supportive environment.
Engage the Business Office in Curriculum and Instruction
A key characteristic of a district that effectively supports principals as instructional leaders is the active participation of the head of business operations in discussions about curriculum and instruction Enhancing student achievement and graduation rates through initiatives like before- and after-school programs, credit-recovery options, and career-focused learning opportunities necessitates the engagement of business and finance directors.
One assistant superintendent described his district’s cabinet meetings this way:
The meetings consist of a superintendent, four assistant superintendents, the finance officer, and the public relations director, totaling seven participants.
Eighty-five percent of our discussions focus on enhancing curriculum and instruction, emphasizing strategies to improve teaching methods and curriculum quality, ultimately benefiting students.
In minimally supportive districts, assistant superintendents overseeing finance and business tend to be disengaged from curriculum and instruction, primarily concentrating on budgets and building maintenance Their interviews indicate a lack of clear connection between their roles and the essential work of fostering effective teaching and learning.
Support Principals’ Human Resources Needs
The most valuable asset in a school is its instructional staff, making it crucial for districts to provide effective human resources support A significant indicator of this support is the ability of principals to hire high-quality staff, with eight out of ten respondents in supportive districts affirming that principals have hiring authority A superintendent from a highly supportive district emphasized that allowing principals discretion in hiring is essential, as they are ultimately responsible for the school's teaching quality.
In districts with moderate to minimal support, only 10 out of 25 respondents indicated that principals had sufficient authority in hiring faculty Disturbingly, reports from three districts revealed that central offices were overriding principals' preferences in staffing decisions for various reasons Teachers are being assigned to schools due to declining enrollment at other institutions, connections within the central office, or previous principals' failure to document justifiable reasons for dismissal.
Provide instructional coherence and support
Strategies of Highly Supportive Districts
To ensure a seamless transition between grade levels and critical educational milestones, it is essential to establish a comprehensive framework that aligns the curriculum This framework should focus on effective instructional practices that actively engage students in the learning process, fostering their intellectual growth By emphasizing the development of analytical and problem-solving skills, educators can better prepare students for future academic challenges and transitions, such as moving from middle grades to high school.
Establish a routine for principals and district office staff to observe classrooms and perform walkthroughs, ensuring that teachers deliver instruction and assessments that are engaging, relevant, intellectually stimulating, and appropriate for the grade level.
Give principals more autonomy to adjust schedules and curriculum and instruction to help students succeed and stay on course to graduate.
Support Principals as Effective Instructional Leaders
In recent years, there has been an increased focus on enhancing student learning, leading to heightened expectations for principals to serve as effective instructional leaders in various districts and states.
Principals are no longer able to simply maintain order and satisfaction among staff; they now require a diverse skill set to effectively boost student achievement and enhance teaching quality To achieve this, school districts must offer more robust support for principals in their leadership roles.
In the study, all districts and 27 out of 35 respondents highlighted the expectation for principals to serve as instructional leaders However, the frequency of such comments varied across districts, decreasing from highly supportive to minimally supportive Notably, leaders in highly supportive districts referred to principals as "instructional leaders" nearly three times more often than those in minimally supportive districts A superintendent made one of the most compelling statements underscoring the importance of instructional leadership.
Effective communication from a superintendent hinges on the focus of instruction, as this is a priority for principals When discussions center on instructional strategies, they resonate more with school leaders Conversely, if financial matters dominate the conversation, that becomes their main concern Therefore, our primary emphasis remains on enhancing instructional practices.
Utilize Walkthroughs as a School Improvement Strategy
Training in strategic classroom walkthroughs is essential for district offices to aid school leaders in achieving instructional coherence and support These walkthroughs serve as a vital connection between assessment data and teaching practices, revealing which students are succeeding or struggling By understanding the reasons behind student failures, school leaders and teachers can effectively transform challenges into successful outcomes.
Many first-year principals lack training in effectively conducting classroom walkthroughs during their educational leadership preparation A superintendent noted that his district focuses on preparing these principals to observe classrooms and gather evidence that teachers are genuinely implementing educational standards.
In numerous interviews, district staff overlooked key elements essential for enhancing student engagement beyond merely teaching to standards These elements include fostering a fun and engaging learning environment, delivering relevant and rigorous material, demonstrating teacher belief in students, and ensuring each student has a supportive connection with at least one teacher Relying solely on standards will not boost student achievement if lessons fail to captivate students, leading to disengagement and dropout rates To drive improvement in low-performing districts, it is crucial for district leaders to guide principals and teacher-leaders in moving past test-preparation tactics and embracing instructional practices that engage and motivate all students, ultimately resulting in higher achievement levels.
Benson County identified walkthroughs as essential for principal support, as highlighted by interviews with the assistant superintendent for curriculum and instruction and the professional development coordinator They emphasized that walkthroughs serve as a key strategy for district improvement, where principals receive training, clear expectations, and regular feedback based on walkthrough findings The district's approach prioritizes supportive walkthroughs over punitive measures, integrating them into capacity-building and succession-planning efforts by actively involving assistant principals and teacher leaders.
Table 5 Comments Indicating an Emphasis on Principals as Instructional Leaders
Percentage of Respondents Indicating Emphasis on
Districts requiring basic support must enhance their capacity to aid schools in improving instruction According to The District Leadership Challenge by SREB, many principals lack confidence in the instructional leadership abilities of district staff.
Many districts must enhance the instructional leadership skills of their staff and ensure accountability in their collaboration with principals and school leadership teams to improve the quality of learning experiences for students.
Best Practices in Using Walkthroughs to Support Instructional Leadership
Train principals in conducting walkthroughs to help them identify when students are engaged intellectually and emotionally in learning and how to support teachers to provide engaging instruction.
Tell principals in advance what the district wants them to look for during walkthroughs.
Use walkthroughs to look for evidence that professional development is making a difference in classroom instruction.
Require assistant principals to conduct walkthroughs in their schools to help them develop their capacity as instructional leaders
Talk with students during walkthroughs, asking them questions such as: “What are you doing?”
“How are you doing on it?” “How do you know?”
Ask teacher-leaders to accompany administrators on the walkthroughs.
Let teachers know they can reschedule for a later visit if they are nervous or not at their best.
Walkthroughs are for professional learning, not catching bad behavior.
Follow up by using walkthroughs as the basis for conversations with teachers about instructional practices and identifying future professional learning needs for the school and district.
Give Principals Autonomy to Lead Schools
A prevalent theme among officials in minimally supportive districts is the need to establish a cohesive system of schools rather than focusing on individual institutions In one district, where student mobility is notably high, respondents highlighted the critical importance of alignment As one official noted, ensuring that schools are "on the same page" is essential when children transfer between different schools.
District efforts to standardize schools in the name of improving instruction and student achievement are often ineffective, as indicated by 10 out of 16 respondents from minimally supportive districts emphasizing alignment This strict alignment can stifle educator creativity and shift problem ownership away from schools, hindering principals and teachers in finding tailored solutions for their students To foster effective problem-solving and implementation of proven strategies, district staff must enhance their skills in supporting school leadership teams Research shows that principals and teachers benefit more from working through challenges with a trained coach, as they are more likely to be motivated by solutions they have developed themselves rather than those imposed externally.
Development Council has observed, “the solutions to most problems of teaching and learning require creation and invention rather than prescription or duplication.” 16
Encourage Flexibility to Raise Graduation Rates
Superintendents and district staff emphasized the importance of raising graduation rates and offering credit-recovery options to support principals and schools In highly supportive districts, 70% of respondents highlighted initiatives aimed at providing credit-recovery options, whereas only 28% of respondents in moderately and minimally supportive districts discussed similar strategies to enhance credit recovery.
Invest heavily in instruction-related professional learning for principals, teacher-leaders and district staff
teacher-leaders and district staff
Strategies of Highly Supportive Districts
To enhance student engagement, it is essential to offer a well-rounded array of professional learning opportunities at both the district and school levels These experiences should align with the strategic plans of the district and schools, prioritizing the development of principals, teachers, and support staff By building their capacity, we can ensure the creation of rich and engaging learning experiences for all students.
Create active professional learning communities in which key district and school leaders have common learning experiences.
Provide induction programs and mentoring for new principals and teachers.
Provide time for professional development
To foster a thriving school culture, it is essential for school leaders to instill the belief that all students can achieve high levels of success This can be accomplished by ensuring students feel a strong sense of belonging and support, allowing them to connect their learning activities to personal goals Additionally, providing encouragement and resources will empower students to exert greater effort in their pursuit of success.
Have a professional learning plan that continuously increases the capacity of district staff to support principals and schools.
Elevate the Importance of Professional Learning
Providing school leaders with high-quality professional learning opportunities is a core responsibility of districts, and the highly supportive districts in this study made professional learning a top priority.
A district credited its success to fostering a culture of professional learning, highlighting its significance in driving improvement In a similar vein, a superintendent prioritized enhancing the visibility and importance of professional development as a crucial goal upon assuming leadership, aiming to revitalize the district This strategic focus on professional development underscores its role in educational transformation.
Before I assumed this role, the position of staff development director was vacant We are working diligently to establish this role, especially since the current superintendent's arrival has brought a renewed focus on staff development.
staff development was all over the place.”
Research has identified key characteristics of an effective professional learning system for schools and principals: 21
Provide common planning time for staff to meet and discuss their work.
Expect and support teachers to improve instruction through training, practice, dialogue and coaching, and through access to high-quality learning activities and content knowledge
“refreshers” linked to their teaching responsibilities.
Use student performance results and student work to drive instructional decisions and to identify priorities for professional learning.
Flexibly allocate available resources (time, people, money, facilities) for schools to help them meet students’ needs.
Ensure collective responsibility for student outcomes within groups of teachers sharing students.
Provide high-quality mentoring for principals throughout their first two years as school leaders, and provide struggling principals with mentoring as needed.
Create induction programs for new principals and teachers.
Empower principals by granting them authority over their professional learning budgets while ensuring that these plans are aligned with their school improvement strategies This approach emphasizes the adoption of effective practices aimed at enhancing student engagement and motivation.
Obtain feedback from participants, and use walkthroughs and student achievement data to analyze the effectiveness of professional learning.
When possible, arrange for extended contracts or stipends to encourage teachers and leaders to participate in professional learning.
Organize learning for principals in study groups involving the principal and a team of teacher- leaders, rather than in isolation.
To enhance high school outcomes, it is essential to provide targeted professional development that tackles critical issues such as low student motivation, engagement, and preparedness for college and advanced training By identifying the root causes of these challenges, educators can formulate and implement effective strategies to improve reading achievement and overall student success.
Provide professional development to assist principals and teachers to use authentic problems and projects as a way to engage and motivate students to master essential academic knowledge and skills.
Despite progress in evolving from traditional, isolated workshops for professional development, the districts examined in this study have not fully achieved their professional learning objectives To enhance their professional learning initiatives, most districts could benefit from a collaborative approach where principals and teacher-leaders team up to tackle their most urgent challenges.
Districts can significantly enhance principal support by implementing high-quality mentoring programs In highly supportive districts, 50% of respondents identified mentoring for principals as a key strategy to bolster school effectiveness, highlighting its critical role in educational leadership development.
In a survey of 25 respondents from districts with moderate to minimal support, mentoring emerged as a key support strategy Notably, a superintendent from a highly supportive district took proactive measures when state funding for a second year of mentoring for new principals was cut, ensuring that his district independently funded the program for an additional year.
Table 7 Comments Indicating Districts Support Mentoring for Principals
Percentage of Respondents Indicating Mentoring Support
Only three out of seven districts have established formal induction programs for new principals One particularly supportive district not only offers an induction program for new principals but also has a comprehensive program for new teachers, facilitated by master teachers This program includes six modules designed to tackle common challenges faced by new educators Participation in this program is mandatory for all new teachers, who also receive a stipend for their involvement.
Enable Principals to Select Professional Development Based on Schools’ Needs
When asked specifically about principals’ control over their professional development funds, educators in four of the seven districts reported that principals controlled at least some of the funds.
In the seven districts analyzed, most professional development resources are managed at the district level rather than by individual schools For instance, one district centralized its professional development funding, mandating principals to submit professional learning plans that align with the district's strategic improvement plan to access these funds Although this approach aims to strategically utilize professional learning resources, it does not necessitate centralized control over essential resources for school improvement.
Effective district-wide staff development aligns with key district priorities, but its impact is limited without comprehensive follow-up tailored to individual school needs To enhance accountability for improved practices and student learning, districts must equip principals with the essential tools and authority to guide professional learning for their staff While districts can assist principals in building their skills to create and implement impactful professional development, ownership of this process should rest with the principal and their team, rather than the district itself.
A highly supportive district in the study primarily delivers professional development internally, utilizing district resources and seeking external options only when internal talent cannot meet a principal's request This model fosters teacher leadership, promotes community ownership of professional learning, necessitates ongoing identification and tracking of talent, and ultimately leads to significant cost savings.
School leaders have a fundamental duty to prioritize and sustain learning By placing student learning at the forefront, they ensure that all other educational efforts and support systems are aligned to enhance this primary goal.
– Alan M Blankstein, Failure Is Not an Option 23
Make Professional Development Job-Embedded and Relevant
Recent feedback indicates a significant shift in professional development towards job-embedded learning within districts One respondent highlighted this transition, stating, “We try to move away from one-shot workshops to more job-embedded professional learning communities, allowing teachers to apply their knowledge in their work environment.” Additionally, a positive trend noted in four districts, including two highly supportive ones, is the extension of teacher contracts and provision of stipends to facilitate participation in professional development.
Analyze Professional Development to Ensure It Works
Provide high-quality data that link student achievement to school and
Strategies of Highly Supportive Districts
Continually ask why school conditions and achievement results have to continue as they are and what must be done to change them
Work with principals and school leadership teams to diagnose problems and implement a set of actions to improve the situation.
To support schools in enhancing their evaluation methods, it is essential to go beyond just analyzing state test results Implementing a "balanced scorecard" approach allows for a comprehensive assessment of progress through various key indicators These include the percentage of students achieving college and career readiness, attendance rates, failure rates, discipline issues, readiness for ninth grade, and levels of student engagement.
Disseminate data and continuously engage principals in conversations about how to understand a broad array of data and how to use data to drive improvements.
Provide schools with formative assessments and benchmark tests.
Assess prospective principals on the basis of their ability to use data in diagnosing problems and taking action to address them.
Center School Improvement Efforts Around Data
Since the implementation of the No Child Left Behind Act, the American education system has been inundated with data, enabling schools to accurately identify their strengths and weaknesses The current challenge lies not in the acquisition of data, but in effectively utilizing it to enhance school and classroom performance.
Districts play a crucial role in assisting schools to interpret and utilize data effectively, which is essential for enhancing student achievement The supportive districts highlighted in this study consistently provided evidence of data usage and reported the implementation of formative assessments and diagnostic data to address the unique needs of individual students.
Disaggregating data is essential for supporting schools, as highlighted by an assistant superintendent from a highly supportive district who stated, “we know every child is not treated the same, so we disaggregate data constantly.” The district utilizes ThinkGate for data support and previously collaborated with EduSoft for disaggregation, analysis, and benchmarking This process is efficient within the districts, offering valuable insights into individual students and classrooms, making it a crucial resource for principals.
The district has employed staff to create reliable quarterly benchmark tests for the upcoming year, while other districts are opting to purchase formative assessments from various vendors instead of developing them in-house Generally, many districts intend to adopt high-quality formative assessments in the future Implementing best practices, such as regularly disaggregating data and utilizing formative assessments throughout the year, demands significant investment in staff, technology, and funding, but offers substantial potential to enhance instructional methods and improve student achievement.
Utilizing data effectively is essential for enhancing instruction, increasing student engagement, and achieving higher academic outcomes The collection and analysis of data should be integrated into a broader strategy that assists school leaders in recognizing various instructional methods that inspire students to engage with challenging content To maximize the impact of data, it is crucial to disaggregate information and implement formative assessments alongside more engaging and authentic classroom instruction.
Table 8 Comments Indicating Accountability and Data Support
Comments Indicating District Support With Formative Assessments and Diagnostic Data
Comments Indicating Districts Have a Strong Understanding of Data
Go Beyond AYP and State Test Results
Many academic issues stem from data beyond state test results, including attendance, failure, suspension rates, ninth-grade readiness, college readiness, and student engagement indicators Archer and Carlton districts, both in the same state, utilize a diverse range of data due to extensive training in "balanced scorecard" strategies adapted from business management This approach considers multiple quality indicators related to student achievement and school operations, such as attendance rates, teacher absenteeism, and suspension rates, alongside state test data By implementing a balanced scorecard strategy, districts can identify underlying factors contributing to their challenges that may not be evident from state test results alone.
Focusing solely on minimum competency levels in balanced scorecards can lead to a decline in student achievement averages In contrast, Montgomery County Public Schools in Maryland has successfully improved student outcomes by emphasizing both raising overall achievement and ensuring a baseline of competency Superintendent Jerry Weast attributes this success to the district's ambitious goal of having 80 percent of students attain a postsecondary education degree or credential within six years of high school, a vision aligned with addressing workforce needs and enhancing America’s standing in global college graduation rates.
To effectively prepare students for a prosperous future, school districts must go beyond merely collecting data on success or failure in meeting minimum state standards and passing low-level graduation exams Instead, they should evaluate the effectiveness of their educational systems by utilizing a comprehensive set of achievement indicators that assess students' readiness for college and careers.
Gains on the SAT and ACT
Enrollment in International Baccalaureate (IB) programs and success on IB assessments
Increases in numbers of students taking and passing AP exams
Increases in numbers of students passing employer certification exams
Increases in the percentage of students who proceed to college without needing remedial courses
Higher percentages of ninth-graders graduating in four years
Reduced failure rates in grades nine and 10
Districts can enhance their understanding of student achievement by utilizing surveys to gather feedback on students' experiences, satisfaction, and school climate However, many schools often overlook these valuable data resources In this study, it was found that six out of seven districts have implemented the HSTW school improvement model, which systematically collects data and assists schools in effectively using this information to drive improvements.
Teachers clearly indicate the amount and quality of work necessary to earn an A or a B.
Students revise work to improve its quality.
Teachers are available before, during or after school to help students with their studies.
Students have to work hard to meet high standards.
Students review with their parents and a guidance counselor the sequence of courses that they will take throughout high school.
A teacher or counselor talks with students individually about their plans for a career or further education after high school.
Students perceptions of these experiences are an accurate barometer of what happens in schools
Yet none of the district respondents described an emphasis on using student survey data to better understand student achievement or school and classroom practices
Use Data to Set Clear Expectations
High-quality data can help districts set clear goals that address schools’ specific challenges
In the districts studied by SREB, key staff members were often excluded from goal-setting discussions, which primarily involved superintendents and principals However, one district effectively utilized its data to establish clear expectations for principals, providing each school with a spreadsheet that included three years of baseline data, space for the current year's data, and targets for the upcoming three years.
So we then look to see if we made our target this year so we can quickly see [in] what areas we’re still suffering.”
Make Data Accessible to Principals
A study by SREB on principals' perceptions of district support found that many principals lack ownership of accountability data In fact, only respondents from two out of seven districts—both of which are highly supportive—expressed confidence that schools possess ownership of their data.
The county office utilizes software that allows all stakeholders to access information simultaneously, ensuring real-time visibility for everyone involved This collaborative approach enables immediate access to reports, promoting transparency and efficiency in the decision-making process.
Principals are encouraged to utilize the existing data within their schools rather than relying solely on external diagnostic data The data they already possess can drive the development of various programs, highlighting the importance of leveraging internal insights for informed decision-making.
Data ownership at the school level is uncommon in the studied districts, with one accountability director highlighting significant delays in receiving state test results Tests administered in early April often leave districts waiting until July for reports and cumbersome data files from the state Once obtained, a district programmer must unpack these results before they reach schools, illustrating a centralized system that lacks quick accessibility at the school level To address this issue, the district is investing in a modern data system A key challenge in many states is the reliance on state accountability systems, which dictate software choices, file formats, and release schedules, hindering districts' ability to promptly and efficiently share high-stakes test data with schools.
Optimize the use of resources to improve student learning
Strategies of Highly Supportive Districts
Empowering schools with increased autonomy and flexibility in time management, organizational structures, teacher assignments, and alternative instructional methods can lead to improved educational outcomes In return, it is essential to hold principals and faculty accountable for the results of these changes, ensuring a commitment to student success and effective teaching practices.
Involve principals in budget discussions by allowing them to present well-conceived plans, aligned with district and school improvement plans, for using district resources to improve schools.
To effectively meet the district's most urgent challenges, resources should be strategically allocated to the most underserved schools and at-risk students, rather than applying a uniform approach to all institutions This targeted investment will support comprehensive reforms in middle and high schools, transforming negative and impersonal school environments into nurturing climates where teachers, administrators, and students collectively foster a belief in the possibility and necessity of academic success for every student.
Treat time as a critical resource — and perhaps the most criticalresource — for districts, schools, principals, teachers and students.
Encourage an entrepreneurial spirit among principals in seeking outside funds to support school improvement aligned with the strategic plan.
Find Ways to Allocate Discretionary Resources
Many school districts face significant limitations in discretionary resources for enhancing student learning, leaving principals with minimal funds to address critical issues like achievement and school climate After essential expenses such as salaries and maintenance are accounted for, schools often find they have only $19 to $20 per student for discretionary use While some revenue sources like parking passes and athletics exist, they are generally insufficient for substantial improvements A study by management expert William Ouchi indicates that principals typically manage only 6 percent of their school’s budget, whereas decentralized systems, like those in Chicago and New York City, grant principals control over 14 to 85 percent of their budgets, leading to more effective decision-making regarding class sizes and student-teacher ratios.
Archer County has implemented an innovative resource allocation system for schools, prioritizing their most pressing needs Schools earn points based on factors such as the percentage of students eligible for free and reduced-price lunches and student mobility, which reflect high-need conditions For instance, a school with 70% of students qualifying for free lunches would gain two points, translating to two full-time-equivalent teaching positions This system grants principals the flexibility to utilize points for hiring additional staff or adjusting teacher contracts to enhance program planning, professional development, mentoring, and data analysis, ensuring alignment with their school improvement plans.
Principals also have flexibility to decrease class sizes Archer County’s average class size is about
The state cap for class sizes is 32 students, allowing principals to schedule some classes at this maximum while reducing sizes for ninth-graders and at-risk students Additionally, the district has successfully provided each high school teacher with a second preparation period for collaborative planning, classroom observations, and the implementation of effective instructional strategies to enhance student achievement.
Archer County offers a safety-net program enabling schools to secure funding aimed at supporting at-risk students This initiative was designed to address the specific needs of these students and assist schools in achieving Adequate Yearly Progress (AYP) The funding for this safety-net program is derived from the Extended Day money allocated for tutoring and student support services provided by the state.
The school board has allocated an additional $250,000 for safety-net funds, allowing principals to compete in an open budget process that encourages careful consideration of resource allocation for maximum impact The superintendent emphasizes accountability while providing the necessary resources for success, reinforcing the system's commitment to enhancing resources, autonomy, and expectations An assistant superintendent highlighted that the safety-net program conveys a clear message: schools are expected to make progress and communicate their needs to achieve it.
Archer County is not particularly affluent Its economically disadvantaged population approaches
The district has improved its resource management, allocating funds to enhance support for schools, particularly through safety-net and points programs These initiatives offer principals increased flexibility and additional resources, especially for schools facing significant challenges With the safety-net program costing $250,000 and the points program approximately $3 million from the $131 million annual budget, district leaders view these investments as essential for empowering principals and equipping them to achieve their school improvement objectives.
Many districts secure substantial grants from government and organizations, yet some fail to utilize these funds effectively For instance, one district aimed to transform its high schools into small learning communities but struggled due to a lack of vision, policies, and expertise This resulted in a missed opportunity to create more personalized high school experiences, where dedicated teams of teachers could better meet the needs of smaller student groups Ultimately, the challenges faced by schools often stem not from a lack of resources, but from inadequate leadership and the commitment to leverage those resources effectively.
Benson County, a medium-sized district, stands out among the seven districts for its proactive approach to securing grant funding for school improvement With a dedicated full-time grant writer, the district has successfully attracted support from notable regional philanthropists, enabling the establishment of an accelerated math academy through these grants.
Give Principals a Voice in Budget Decisions
Many supportive districts are empowering principals by involving them in budget decisions, allocating extra resources to schools with greater needs, and optimizing the use of time for principals, teachers, and students.
In three out of four supportive districts, officials noted that principals played a crucial role in shaping district budgets, while only one minimally supportive district allowed principals to participate in budget discussions Two districts from different states shared similar strategies for involving principals in these discussions An assistant superintendent highlighted the budget process in his county, emphasizing the importance of principal involvement.
Every January or February, budget hearings are held where principals are invited to present their needs They are asked whether they require additional teachers or programs, and they must justify their requests by explaining the reasons and expected outcomes.
The committee is tasked with preparing the budget amidst limited funding in the county This year, the county received $1.9 million in new funds, of which approximately $1.1 million is allocated to mandatory expenses like salary and utility increases Consequently, only a small portion remains to support new programs, despite receiving about $7 million in requests, highlighting the disparity between the abundance of innovative ideas and the scarcity of financial resources.
A superintendent discovered that the district required approximately $2.2 million for initial improvement initiatives Collaborating with principals, he identified the most pressing needs, ensuring that even those whose requests were not approved had the chance to present their cases and received clear explanations for the decisions made.
Use open, credible processes to involve key school and community
in shaping a vision for improving schools
Strategies of Highly Supportive Districts
Involve community leaders in setting a common vision; developing the district and individual schools’ strategic plans; and maintaining ongoing communication with, involvement of and feedback to key stakeholders.
It is essential to effectively communicate the importance of adequately preparing students for college, advanced career training, and the workforce This includes assessing the performance of the educational system and individual schools while highlighting actionable ways for the community and parents to contribute to improving student outcomes.
Engage the Community in Establishing District Values and Beliefs
Districts can enhance principal support by engaging teachers, parents, and the community in decision-making and vision-setting for both the district and individual schools Additionally, fostering strong relationships between principals and external stakeholders, such as parents and businesses, can create more meaningful and authentic learning experiences for students.
Over the course of a year, we focused on the preliminary stages before initiating implementation, ensuring that our approach encompassed a diverse representation of the entire school system community This inclusive process engaged faith-based organizations, clergy, law enforcement, business owners, parents, and students, fostering collaboration and support from all stakeholders involved.
The strategic planning process we implemented has established a solid foundation for principals as they initiate changes within their schools This approach not only supports principals effectively but also ensures that the entire process is transparent, fostering a collaborative environment for improvement.
Navigating the first year in a new role requires resilience, as you face uncertainty and diverse perspectives from both parents and students Engaging in open discussions about various issues is essential, demanding a strong disposition to handle feedback and foster collaboration among all parties involved.
Our beliefs were shaped by the collective input of a diverse 30-member planning team, which included board members, students, teachers, and community representatives This collaborative effort reflects the core values of our community, resulting in beliefs that truly represent our shared vision and goals.
Interviews conducted by SREB with Archer County staff highlighted the significant effort in building consensus around the county's core beliefs A majority of the respondents emphasized the necessity of a "common vision" for the district, underscoring that while schools should receive support from the district, they must also take responsibility for addressing their own challenges and implementing solutions.
Empowering schools and decentralization are essential strategies for district improvement After the district finalized its community-centered strategic planning, principals were mandated to engage their communities in creating school-level improvement plans.
County demonstrates that a strong, clear central vision for a district does not prevent schools from establishing, with advice from their communities, their own visions, plans and improvement strategies
Involve the Community in Hiring Principals and Fundraising
Many districts in the study, particularly those with strong support, engaged the community in the process of selecting principal candidates A superintendent noted that involving teachers and parents in this decision fosters ownership, which contributes to the principal's success.
The superintendent's district enjoys strong community backing, with all schools benefiting from corporate partnerships and engaged parent-teacher associations To further bolster community support, the school board promotes public fundraisers by providing matching funds, offering enhanced matching rates for schools that serve lower-income populations.
To enhance graduation rates and better prepare students for postsecondary education and future careers, school districts must consistently inform parents and community leaders about the educational conditions that foster student engagement It is crucial for districts to emphasize that merely meeting the minimum graduation requirements is inadequate; instead, students need to achieve a higher level of academic success to be truly prepared for college and career challenges.
The study revealed that respondents did not identify any district strategies aimed at educating the public on how schools can better prepare students for 21st-century challenges A recent analysis by the Center for Public Education highlighted that U.S students perform only "mediocre" in math and fall below international averages in science Additionally, many states have set proficiency standards on state tests that are lower than the National Assessment of Educational Progress (NAEP) Proficient level, creating a significant gap between state assessment requirements and the knowledge needed for college and careers Low-income and minority students often start school at an academic disadvantage, and U.S students generally struggle during the middle grades To address these issues, it is essential for districts and schools to cultivate educational environments that motivate all students to achieve higher learning levels, requiring collaboration among students, teachers, parents, and principals.
Develop a Formal Structure of Community Partners
While formal community partnerships at the school and district level did not significantly influence the vision and strategic plans of most districts, Archer County successfully established these partnerships to align educational goals and strategies In Abel County, mandated school councils, which include teachers and parents, collaborate with principals to enhance school leadership Regular input and feedback from these formal partnerships can effectively address student needs, set priorities, and develop strategies, ultimately fostering a community aware of efforts to graduate responsible students ready for their future endeavors.
Improving America's schools requires active involvement from community and parent partners to effectively increase high school graduation rates and prepare students for further education and responsible citizenship Establishing a supportive framework within the community, where school districts, teachers, and principals collaborate, is crucial for fostering an environment that prioritizes student learning This collaborative effort represents the final strategy districts can implement to empower their principals and enhance educational outcomes.
The matrix outlined in this report offers essential actions for states, districts, and schools to achieve ongoing and sustainable school improvement It emphasizes that while districts must take strategic steps to enhance their support for school improvement, they cannot do so in isolation; states need to establish supportive structures and policies that empower districts The ultimate goal is to enhance student learning, necessitating a back-mapping of optimal actions from this objective Success in creating an effective educational system requires collaboration among all levels, as highlighted by the matrix, which provides a comprehensive support framework for school improvement, with the school district office playing a central role.
Actions States, Districts and Schools
Should Take to Better Serve Students
School ActionsDistrict ActionsState Actions k of cor e beliefs, ement