全球智库信息集成服务系统(G2TT): School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review: Updated and Expanded

G2TT

来源类型	Research Reports
规范类型	报告
DOI	https://doi.org/10.7249/RR1550-3
来源ID	RR-1550-3-WF
	School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review: Updated and Expanded
	Rebecca Herman; Susan M. Gates; Aziza Arifkhanova; Mark Barrett; Andriy Bega; Emilio R. Chavez-Herrerias; Eugeniu Han; Mark Harris; Katya Migacheva; Rachel Ross; et al.
发表日期	2017
出版年	2017
页码	73
语种	英语
结论	School Leadership Can Be a Powerful Driver of Improved Education Outcomes Activities designed to improve school leadership demonstrate positive impact on student, teacher, and principal outcomes, based on research that is consistent with ESSA evidence tiers. ESSA expands opportunities for states and districts to use federal funding for initiatives that strive to improve the quality of school leaders. ESSA's Evidence Tiers Provide a Framework for Using Evidence in School Leadership Policy and Practice, as Well as Flexibility for States to Tailor to Context ESSA's framework with tiers of evidence, coupled with the U.S. Department of Education's nonregulatory guidance, strongly emphasizes the use of evidence in setting direction for improving school leadership and prioritizes more-rigorous evidence. Unlike prior legislation and policy, ESSA also provides avenues to consider and build the evidence base for new and underresearched interventions. ESSA provides some flexibility for states to interpret and apply evidence requirements.
摘要	Administrators should take advantage of ESSA's increased opportunities for states and districts to use federal funding for initiatives that strive to improve the quality of school leaders. Administrators now have the opportunity to receive funding for implementing new and innovative school leadership interventions while building the evidence base for the interventions. Educators may wish to seek guidance in adapting evidence-based interventions to local context. State and local decisionmakers should support initiatives that have a theory of action grounded solidly in research and that have the potential for more-rigorous validation. Policymakers should exclude particularly weak evidence, such as anecdotes, from consideration regarding what qualifies as appropriate evidence. Policymakers should share information about school leader behaviors that are associated with positive outcomes, which will better guide the selection or development of interventions that aim to improve these behaviors. Policymakers should provide technical assistance to states to determine the evidence on activities under consideration.
主题	Education Policy ; Elementary and Secondary Education Act of 1965 ; Every Student Succeeds Act ; Principals ; Standards-Based Education Reform
URL	https://www.rand.org/pubs/research_reports/RR1550-3.html
来源智库	RAND Corporation (United States)
引用统计
资源类型	智库出版物
条目标识符	http://119.78.100.153/handle/2XGU8XDN/108631
推荐引用方式 GB/T 7714	Rebecca Herman,Susan M. Gates,Aziza Arifkhanova,et al. School Leadership Interventions Under the Every Student Succeeds Act: Evidence Review: Updated and Expanded. 2017.