Cultures of performative accountability in education have been on the rise globally since the 1980s. Accordingly, teachers have increasingly been encouraged to understand their work in relation to particular forms of 'evidence'. All evidence, however, is not regarded as equal, and sources of evidence privileged within cultures of performative…

This paper addresses questions of data sharing from the perspective of a former NSF program officer. A brief comparison of policy and research perspectives is made to highlight different values in these two communities. Data sharing is framed as one means to support dialog between researchers and those involved in policy. Other uses of data…

Educational systems across the globe are attempting to reshape the vertical and horizontal dimensions of school accountability. The vertical dimension involves devolution of responsibility to individual schools while the horizontal typically entails promoting the professionalism of leaders and teachers through school networks and school-to-school…

This report is a follow-up to "Gaining Ground in the Middle Grades" (Williams, Kirst, Haertel, et al., 2010). That study specified a comprehensive set of actionable practices that differentiated higher academic achievement among 303 middle grades schools in California. In doing so, the study provided a compelling and coherent account of…

The current high-stakes accountability environment has created strong incentives for educators to systematically collect and use data to inform instructional decisions. This article examines the strategies employed by three urban school districts to promote data use for instructional improvement and their effect on administrator, principal, and…

This study contributes to the field by identifying a broad range of traditional and newer middle grade policies and practices, and determining in California which of these differentiate higher- from lower-performing schools serving similar student populations, with performance measured by the state's standards-based tests. Based on a sample of 303…

In the 2008-09 school year researchers from EdSource and Stanford University conducted a large-scale study of 303 middle grades schools in California. The team surveyed 303 principals, 3,752 English Language Arts (ELA) and math teachers in grades 6-8, and 157 superintendents of the districts and charter management organizations that oversee the…

Describes the work of the Division of Innovation and Development of the Office of Special Education Programs of the U.S. Department of Education. The following are four areas of program concentration: (1) professional practice issues; (2) education of individuals with disabilities; (3) educational technology; and (4) emotionally disturbed…

A review of current literature identifies three growing trends. First, there has been an increase in legislatively mandated accountability that requires taxpayer-funded education and research programs be demonstrated effective by "scientifically based research." To receive federal monies programs must emphasize quantitative,…