Publications and Reports
CTAC’s reports focus on cutting edge issues in education and community development. Our research and evaluation studies inform practice and guide policy decision-making at local, state and national levels.
Engaging Districts for School Progress: A Baseline Evaluation of the District Continuous Improvement Framework in Missouri
Missouri’s District Continuous Improvement (DCI) Framework integrates effective academic and behavioral practices into a framework for achieving exceptional student outcomes. Districts using the DCI Framework receive guidance, professional development, and networking opportunities which focus on building district capacity to select, implement, and evaluate evidence-based teaching practices; improve school-based coaching; and engage in data-driven decision-making.
The Region 12 Comprehensive Center conducted an evaluation to determine the differences in the processes and outcomes for Missouri school districts using the state’s DCI Framework and those using internally-developed approaches. Based on qualitative and quantitative data analyses, findings show DCI districts view the professional development, improvement-related materials, and overall engagement with the Missouri Department of Elementary and Secondary Education and Regional Professional Development Center staff as helpful. The report identifies issues and recommendations for refining the state’s DCI Framework to build district and school capacity.
National Trends in Formative Assessment Support
Through the Region 12 Comprehensive Center, CTAC conducted a national scan of formative assessment supports provided by state education agencies. The report presents common themes in formative assessment support, a series of supports by content and grade area as well as by modality of professional learning, and illustrative examples. It also examines collaborative efforts to support formative assessment, as well as unique approaches from individual SEAs. The approaches, tools, and resources identified can guide states focused on enhancing formative assessment supports to measure and improve student learning.
Professional Development Review: Learning Leaders
This review examines the professional development (PD) approach designed specifically for the eight Henrico County schools participating in the Learning Leaders initiative. Its two components were: the PD Academy—the vehicle for providing formal trainings and professional development workshops for all Learning Leaders educators; and on-the-job coaching, which provided teachers and administrators with informal professional development. Findings show that the Learning Leaders PD approach in general, and its school-based instructional coaching model in particular, were successful in meeting the district’s instructional improvement objectives for Learning Leaders. The data suggest that the PD approach effectively built teachers’ capacity to set, analyze, and interpret ambitious individual student learning targets that contributed to enhanced achievement. It also promoted a collaborative and “safe” school culture where teachers readily shared their instructional approaches and challenges with their colleagues in the interest of enhancing overall student learning gains.
Guide for Standard Bearer Schools: Focusing on Causes to Improve Student Achievement
This CTAC guide explains the standards, tools and processes used in assisting entire school communities to identify and address the causal factors that affect student and school performance. The Standard Bearer Schools approach has been the bedrock of successful school turnaround initiatives. Using this process has increased student achievement for all subgroups in diverse urban school districts throughout the nation.
Levers for Change: Pathways for State-to-District Assistance in Underperforming School Districts
When school districts fail their responsibilities to educate students, state departments of education have to step up and be the responsible party. But do the state agencies have the knowledge and capacity to do what the districts have not done? This CTAC report shows that the most critical lessons from years of state-to-district interventions are in the effective use of three levers for change. State interventions at the district level have educational, organizational, and political dimensions, but these interventions are largely approached from just a one dimensional perspective—educational. Unless the organizational and political dimensions are addressed concurrently with the educational dimension, successful state-to-district interventions will continue to be elusive for the states. This report was commissioned by the Center for American Progress.
New Directions in Christina: Accomplishments for Children, Challenges Ahead
This CTAC report shows that it is possible to increase student achievement for all student sub-groups, while also bridging the achievement gap. The Christina School District undertook system-wide reforms to address a persistent pattern of underachievement. The report reveals an unusually high level of education progress and highlights the successes gained by the district after a two-year intensive effort to improve education in their public schools. These efforts resulted in increased student achievement for all student sub-groups as measured on three major independent assessments. Moreover, African American and Hispanic students showed the greatest growth—for the first time ever in the district.
Advise and Consent: A Study of Collaborative Decision-Making in Denver
This CTAC evaluation examines the effectiveness of Collaborative Decision-Making (CDM), Denver’s strategy for site-based management and community involvement. The report analyzes and tests the correlation between school-level data, and perceptions of the school community as to the impact of CDM in its major priority areas. The recommendations provide a pathway for strengthening and using CDM as a more effective vehicle for improving educational opportunities for children.
