A bi-monthly e-newsletter, Volume 2, Number 4, March/April 2004
This edition’s topic: RESEARCH
Contents:
RESEARCH AND REALITY (COMMENTARY)
While this commentary was being written, the American Educational Research Association (AERA) was holding its annual meeting in San Diego with the theme of "Enhancing the Visibility and Credibility of Educational Research." AERA observes, "One of our primary roles as educational researchers is to enhance our collective knowledge and understanding in ways that can inform educational policy and practice." The AERA meeting is not the only discussion of educational research that is going on, although it is certainly the largest. In this IELC, your editors take a look at some of the other educational research conversations that are underway and remind you that, whether research is your "shtick" or not, there is a tsunami of research-related information and issues coming your way – if it hasn’t already caught up with you. Many of these issues reflect the reality that educational research is not where it needs to be in order to adequately inform policy and practice.
The National Research Council of the National Academies, the National Education Knowledge Industry Association (NEKIA), and the Progressive Policy Institute (PPI) sponsored a thought-provoking public policy forum on "Scientific Evidence In Education: A Report Card on Policy and Practice" on March 11, 2004, here in DC. Four panel discussions spanned the policy to practice continuum under No Child Left Behind (NCLB) including the challenges for the news media in covering educational research (or not). Some of the sound bites from that meeting follow.
The discussion on "policy to practice after two years of evidence-based education" (which included Grover "Russ" Whitehurst, director of the new Institute of Education Sciences in the U.S. Department of Education) ranged from how much progress has been made (conversations are underway but content is lagging), to whether research has changed practice in schools (there is a pushback based on perceptions and capacity), and to the politicization of research (education is political, but research shouldn’t be). Another panel discussion noted that states are increasingly asking for research information, yet the available research is often not robust enough to respond to policymakers’ needs. Tom Watkins—the Michigan superintendent of public instruction who is struggling to decide which of five non-scientifically based interventions to implement in 110 schools that are not meeting Adequate Yearly Progress goals—observed that cynicism results when the goals are there and the research isn’t. The "needs of practitioners" panel surfaced concerns that the emphasis on doing what works pushes out creativity and flexibility. The point was made that teachers are pressed to implement new programs without the proper training, are given contradictory information and inadequate resources, and then are singled out for blame when they don’t work. Finally, the news media panel offered tips to maximize the chances of research coverage, including: "squeaky clean information from someone who doesn’t have a dog in the race," large sample sizes with big effects, contact names and information for people who exemplify the effects, some type of friction (such as conflict or angry voices), background, context, and researchers who will return phone calls.
Overarching needs that surfaced during the forum were 1) quality research, 2) a better process for translating research into materials for practitioners, 3) the incorporation of data-based decision-making and evaluating/using research into teacher and administrator preparation, 4) more action research and data collection by practitioners on their own innovations, and 5) more attention to the challenges of interpreting and using research. The forum organizers identified several resources to help stakeholders move ahead with their efforts on the research-to-policy-to-practice continuum: Standard and Poor’s Web site on data analysis (http://www.ses.standardandpoors.com/Homepage.html); a new report from the National Academy of Sciences, "Implementing Randomized Field Trials in Education" ( http://www.nap.edu/books/0309091926/html/); the National Research Council publication, "Scientific Research in Education" (http://www.nap.edu/books/0309082919/html/); the What Works Clearinghouse Web site (http://www.w-w-c.org), which should start publishing research reports this month; and the Policymaker’s Primer highlighted in the first item below under "News from the Field."
In addition to the NCLB-driven measurements of our children’s academic progress, a new index reminds us that our children are subject to realities at the ground level that can profoundly impact their future achievements. At a March forum at The Brookings Institution, Professor Kenneth Land of Duke University presented findings drawn from his study of indicators of child well-being. Supported by the Foundation for Child Development and based on nearly 30 years of data, Land thinks our children are doing somewhat better over time but reported some troubling findings: child obesity has skyrocketed and poses a major threat to children’s health, and, to no one’s surprise (we hope), poverty matters! "And so does race and ethnicity, as well as community," noted one of the responding panelists, Professor Ruth Zambrana of the University of Maryland. Don Winstead of the Department of Health & Human Services pointed out that it is important to go deeper into the indices to get underlying meanings and avoid misleading conclusions since "indicators need to propel action." The Q&A led to the observation that the "translation to political will is not a simple process… and driving issues down to the local level has more impact – need to make measures ‘real’ at the local level." To read a press release summarizing Land’s survey, visit http://www.ffcd.org/pdfs/FCDIndexofChildWell-BeingReleaseFINAL311.pdf. You may also want to visit the government-supported national indicators report, "America’s Children: Key National Indicators of Well-Being" released earlier this year at www.childstats.gov to consider the different indices tracked by the two studies.
Speaking of propelling action, The National Academies of Science is spearheading an initiative to increase the amount of educational research linked directly to practice. The Strategic Education Research Partnership (SERP) will include a public-private partnership made up of a "compact" of states that will provide funding for their research needs but will also provide opportunities for independent research projects. For more information on SERP, go to http://www.nap.edu/catalog/10670.html or contact SERP Director Suzanne Donovan at sdonovan@nas.edu.
NEWS FROM THE FIELD
"A Policymaker's Primer on Education Research: How to Understand, Evaluate, and Use It," a joint effort of Mid-continent Research for Education and Learning (McREL) and the Education Commission of the States (ECS), is now available at http://www.ecs.org/html/educationIssues/Research/primer/index.asp. Your editors particularly liked the Research Utility Assessment Guide, a form that helps policymakers determine whether a study is useful in setting policy by a plus/minus rating of the main characteristics of good research.
The Catalog of Research on Secondary School Reform (CoRSSR) is now available on-line through the National High School Alliance (staffed by IEL) at http://www.hsalliance.org/research/index.asp. It is an excellent tool for researchers and policymakers who want to know what type of research is currently in progress or has been recently completed but not yet published. The research focuses on questions of implementation, effectiveness, and/or policy that specifically address one or more of the key attributes of effective schools: common focus, high expectations, personalization, climate of respect and responsibility, time for teacher collaboration, performance-based assessment, and the use of technology. Submissions are accepted on an on-going basis for inclusion in CoRSSR. Researchers interested in having their work considered should contact Dr. Monica Martinez (martinezm@iel.org) or Nina Frant, the Program Assistant for CoRSSR (frantn@iel.org).
The Center for Education Policy (CEP) has released "From the Capital to the Classroom: Year 2 of the No Child Left Behind Act," the findings from a comprehensive survey of 27 states and the District of Columbia, 33 in-depth case studies, and other methodologies. This report from the longitudinal study found that although states and school districts are "trying hard to meet the requirements" of NCLB, some of its requirements are "unworkable." It also found that in this early stage of the law’s implementation, a relatively small number of parents with children in low-performing schools opted to switch schools while a larger number did take advantage of tutoring services. To access the full report and press release, go to http://www.cep-dc.org/pubs/nclby2/. (CEP director Jack Jennings participated in the first panel discussion at the Scientific Evidence In Education policy forum, and this survey helped inform his comments.)
Candidates for national, state, and local office this year—as well as anyone involved in the education enterprise—would do well to review key findings in the 2004 national survey of public opinion, conducted by the Public Education Network (PEN) and Education Week (EW), with support from MetLife Foundation. Collaborators Wendy Puriefoy (PEN) and Virginia Edwards (EW), and funder Sibyl Jacobson (MetLife) were all on hand for the April 1st briefing, along with former U.S. Secretary of Education Richard Riley and pollster Celinda Lake (of Lake, Snell, Perry Associates in DC). This current opinion data reveals some very important findings, such as 1) the more people know about the NCLB law, the less they seem to support it, and 2) education ranked second only to the economy and jobs in the list of voter priorities (even ahead of terrorism). Moreover, a clear majority of voters indicated the federal government has not committed enough money towards public education. The 15-page summary of key findings, "Learn. Vote. Act. - The Public’s Responsibility for Public Education," can be downloaded from PEN’s site: http://www.publiceducation.org/pdf/national_poll/2004_Learn_Vote_Act.pdf.
Responding to the need for concise research summaries in every-day English for policymakers and other educational stakeholders, the American Educational Research Association inaugurated "Research Points" a short newsletter addressing a single issue per topic last April. Topics to date include aligning standards and tests, class size, and boosting achievement for English Language Learners. To access the newsletter go to http://www.aera.net/pubs/rp/index.htm.
A Spencer Foundation-funded study of three decades of change in eight U.S. and Canadian high schools found that a key force leading to meaningful, long-term change is leadership sustainability. Seven principles of leadership sustainability were derived from the study that was based on input from over 200 teachers and administrators. To read the article on sustainable leadership in Educational Leadership, go to http://www.ascd.org/publications/ed_lead/200404/hargreaves.html.
The April 2004 issue of Research Matters examines two research studies on teachers. The first study from the Rand Corporation investigates the pros and cons of using value-added models for evaluating teacher effects on student learning. The second study, published in the Education Policy Analysis Archives, used focus groups with undergraduate math and science students to explore the use of salary incentives to attract them to the teaching profession. To read the April issue or link to the research studies, go to http://www.teachingquality.org/ResearchMatters/issues/2004/issue10-Apr2004.pdf.
Concerned about the number of teachers who were leaving the school system, Charlotte Advocates for Education took a look at the principal’s role in teacher retention. The resulting report, "Role of Principal Leadership in Increasing Teacher Retention: Creating a Supportive Environment," probes the characteristics of principals in "high needs schools" who have been successful both in raising academic achievement and retaining teachers. To read the executive summary, full report, or news release, go to
http://www.advocatesfored.org/principalstudy.htm.
"The 2003 MetLife Survey of the American Teacher: An Examination of School Leadership" surveyed parents, teachers, principals, and students on issues such as school atmosphere, the role of the principal, school relationships, and the future of educators and school leaders. Although there were many areas of overlap among the respondents, principals generally had a rosier view of what went on in their schools than did the other groups – e.g., 89% of principals described their schools as safe, while only 46% of students did. To read the report, go to http://www.metlife.com/WPSAssets/20781259951075837470V1F2003%20Survey.pdf.
For more proof of the vital role principals play in successful schools, plus the importance of research in implementing reforms, see "Breakthrough High Schools—You Can Do It Too!," published in late March by the National Association of Secondary School Principals. The monograph, the product of 18 months of research on high-achieving/high-poverty high schools, features 12 schools that have each created a road map that is clearly leading their students to graduation and college. The report is available on-line or in hard copy at: http://www.principals.org/breakthrough/index.cfm.
Now even students are getting into the research act. What Kids Can Do and the Bill and Melinda Gates Foundation funded 12 action research teams made up of students and teachers to research and develop an action plan targeting a community issue. The issues the students selected are big ones—dropouts, suicide prevention, eating disorders, neighborhood asthma, air quality, and equal educational opportunity, to name a few. To read progress reports on the projects and check out the surveys and materials they have developed, go to http://www.whatkidscando.org/studentresearch/progressreportintro.html.
Don’t wait until your district’s Adequate Yearly Progress statistics are published before thinking about educating the community (and the media) on what the numbers really mean. "Fighting NCLB’s ‘Failure’ Label: How to Take Charge of Communicating Before the Media Define Your Schools as Failing" recommends that superintendents be proactive, honest, put performance results in context, and develop relationships with the media. Read the article in the March issue of The School Administrator at http://www.aasa.org/publications/sa/2004_03/kernan-schloss.htm.
Although it’s not a research study, the new statement from the Committee for Economic Development, "Investing in Learning: School Funding Policies to Foster High Performance," does contain some interesting statistics on school finance to go along with its recommendations for changing funding policies and practices to improve school performance. To read the statement, go to http://www.ced.org/projects/educ.shtml.
THINGS TO WATCH
Your editors have kept an eye on the Education Resources Information Center’s (ERIC) promised resurrection and are relieved to report that the U. S. Department of Education awarded last month a five-year, $34.6 million contract for the new ERIC database to Computer Sciences Corporation (CSC) of Rockville, MD. While the new database is being developed (with input from a steering committee, content experts, and public forums), the database of materials acquired through 2003 will continue to be available at http://www.eric.ed.gov.
The NCLB Cost Consortium of the Council of Chief State School Officers (CCSSO) is in the process of selecting a contractor to create a template for quantifying the costs of implementing NCLB. The template will allow states to "differentiate between the costs of state-initiated education policies and those reforms implemented for the sake of NCLB compliance." To read the press release, go to http://www.ccsso.org/Whats_New/Press_Releases/4043.cfm.
As the 50th anniversary of Brown v. Board of Education nears, several publications are scheduling special issues to commemorate this landmark decision. The Spring 2004 issue of Teaching Tolerance magazine, published by the Southern Poverty Law Center, contains interviews, a retrospective, classroom activities and resources, and more at http://www.tolerance.org/teach/expand/mag/index.jsp?p=0&is=34at. The Teachers College Record will devote its May issue to Brown and will contain as many as 30 articles on the history and legacy of the ruling and more. The issue will be available on-line beginning May 1, 2004, at http://www.tcrecord.com.
RESULTS OF THE HIGH SCHOOL SURVEY
In November we asked IELC readers what their #1 high school concern was. A few brave souls responded, including: a superintendent, a former principal, a director of a non-profit organization providing health care services to public schools, a provider of after-school programming in high schools, an official with the U.S. Department of Education, an SEA official, and four parents or grandparents of high school students. A few more respondents did not provide any identifying information, and some identified more than one concern.
Their concerns were 1) that young people will get lost in the crowd due to high student-teacher ratios and the lack of personal connections with teachers, 2) the consumerism that pervades schools, 3) the lack of attention to the needs of children and youth such as health, 4) that what is taught in school is not relevant, authentic, or needed for a successful life, 5) that many high school teachers don’t seem to like or believe in their students, 6) the continued practice of tracking and inferior education that some students are receiving, 7) attempts to close the achievement gap by directing resources at pre-K and elementary education, thereby sacrificing the low-performing students in middle and high school, 8) a HUGE problem implementing strategies that connect EVERY student with a caring adult, 9) content specialist high school teachers who have not been trained to integrate and/or teach reading, writing, and math in their curriculum, resulting in a blame game where it’s someone else’s problem, 10) teacher quality, 11) curriculum rigor, 12) lack of support for students, and 13) the lack of connection between staff and students.
In this highly unscientific survey, the responses exposed a wide range of concerns. As promised, these results will be shared with the High School Alliance and will inform future issues of IELC.
READER SURVEY: Should IELC continue the reader survey?
The abysmal results of the last two surveys prompt this issue’s question, "Should IELC continue the reader survey? Why or why not?" Our thought was that the survey results would help inform future issues of IELC, but the concept apparently has not resonated with many readers. Any thoughts on why this idea didn’t fly, or what we can do to make it work, would also be appreciated.
Send your response to survey@iel.org with "survey" in the subject line. You can be cryptic as long as we understand your point. Please remember that IELC surveys are informal exchanges and are not intended to be "scientifically-based research." We will collect your responses and use them to inform future issues of IELC. We will not be able to provide a personal response to each submission.
Submission deadline for the next issue: May 16, 2004
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The Education Policy Fellowship Program Seeks Applicants.
Deadline August 2004
As mentioned in IELC’s Sept/Oct 2003 issue, 2004 marks the 40th anniversary of IEL’s flagship program, the Education Policy Fellowship Program, a ten-month in-service professional development program designed to prepare mid-level leaders in public and private organizations to exercise greater responsibility in creating and implementing sound public policy in education and related fields. EPFP™ participants hold full-time positions in diverse organizations at the local, state, and national levels. The program currently operates in sites in Connecticut, Massachusetts, Michigan, Minnesota, Mississippi, Missouri, New York, North Carolina, Pennsylvania, South Carolina, and Washington, DC--and a New Jersey site will open in the fall of 2004! For more information on the program and applying, please visit http://www.iel.org/programs/epfp.html or contact the national director at moormanh@iel.org. |
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IELeadership Connections is a free bi-monthly e-newsletter focusing on leadership for education. The editors are Mary Podmostko and Denise Slaughter. Please feel free to share this newsletter with interested parties. The editors will do their best to provide active links and information but cannot be responsible for expired links.
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