Continuous improvement is "an embedded behavior within the culture of a school that constantly focuses on the conditions, processes, and practices that will improve teaching and learning." The phrase has been part of the lexicon of school improvement for decades, but real progress is rare. Based on its observations of about 5,000…

District administrators who want to build capacity for data use in schools may be well-served by starting in the central office. This case study of the Boston Public Schools shows how central office administrators can leverage their own data inquiry cycles to improve the ways they support schools in using data. Using the Data Wise Improvement…

Empowering teachers to use data effectively as part of a process of instructional improvement calls for schools and districts to engage in systematic collection and analysis of evidence as part of an ongoing school improvement cycle. In research and practice, the author has identified four steps school leaders--supported by central office--must…

To create and maintain continual improvement, school leaders must set goals, create strategies to reach the goals, and use checklists and rubrics in combination with regular communication between the district office and schools to ensure that everyone is staying on track. (Contains 2 tables and 2 figures.)

After almost three decades of school reform, student achievement nationally is about where it was when it started, and student behavior has declined dramatically. Numbers of dropouts, especially in cities and among the poor and minorities, have gotten much higher. Yet many billions of dollars have been spent; countless professionals have carried…

Deming's work emphasizes advantages of teamwork, investment in ongoing training for all employees to increase their value to the company, and insistence that research and employee-gathered data guide and inform every decision and improvement effort. The parallel between psychologist Mihaly Csikszenmihalyi's work and Deming's shows that Total…

Student performance will continue to drop as long as traditional school management telegraphs the message that low-quality work is acceptable. Nothing of high quality, including school work, can be measured by standardized machine-scored tests. By using control theory, both student and teacher workers can be more effectively managed without…

Taylorism (the rational-managerial model) still dominates U.S. education. Deming's quality and improvement concepts cut much deeper than "total quality management" externalities and differ markedly from management by objectives or outcome-based education approaches. The Deming approach is no quick fix but requires a fundamental change in…

Describes corporate-derived teaching strategy called lesson study wherein teachers work to develop lessons, observe each other teaching lessons to see how they work, and then suggest lesson refinements. Provides examples of corporate change efforts (one successful, one not) and implications thereof for education. Evaluates two lesson-study…