Ten years ago, Thomas W. Payzant became superintendent of the Boston Public Schools and launched a reform program based on the idea that focusing on instruction, particularly in literacy and mathematics, would improve learning for all students. This case study examines the extent of instructional improvement a decade later and the complementary efforts that the district has made to improve the capacity of teachers, principals, and central office in support of continuously improving instruction. It also identifies some of the challenges now facing the Boston Public Schools. The purpose of the study is to inform the leadership transition that will occur as Payzant's superintendency comes to a close in June 2006. While the superintendent's departure is a landmark event in itself, it is likely to be accompanied by the departure of several key central office staff, and it coincides with the expected retirement of a greater-than-usual number of Boston teachers. Thus, the study is designed to inform not just a superintendent search, but a broader transition in leadership of the Boston Public Schools. Through its programs for urban superintendents, the Aspen Institute is acutely aware of how many city school systems will be experiencing transitions similar to the one in Boston. Aspen joined with the Annenberg Institute for School Reform to undertake the study. Aspen and Annenberg fielded a team of researchers to conduct the research and interviews on which the case is based. The research design was co-constructed by the Aspen- Annenberg team and a team from the Boston school district and its partners. The research was conducted from September through November. The process consisted of an extensive document review, a review of data on student outcomes, and interviews or focus groups with ninety-eight individuals -- students, educators, central office administrators, and community leaders. While this set of respondents is not a representative sample of the Boston community, it does typify a set of key roles within the district, its partners, and the community. The resulting interviews generated a remarkably consistent set of observations about what has been accomplished, what is under way that should be preserved, and what challenges Boston's next leadership team must address. A major purpose of this case study is to share these observations. The case has one additional, and crucial, purpose: to spark and support a conversation about how the city -- its educators, families, and communities -- searches for and identifies new leadership, engages that leadership in building on what has been accomplished, and formulates the remaining challenges that new leadership needs to address. This report is neither the final nor the only word on this important subject. Several local groups are also developing documents that will inform numerous discussions over leadership transition in the Boston schools. We hope that the

Ten years ago, Thomas W. Payzant became superintendent of the Boston Public Schools and launched a reform program based on the idea that focusing on instruction, particularly in literacy and mathematics, would improve learning for all students. This case study examines the extent of instructional improvement a decade later and the complementary efforts that the district has made to improve the capacity of teachers, principals, and central office in support of continuously improving instruction. It also identifies some of the challenges now facing the Boston Public Schools. The purpose of the study is to inform the leadership transition that will occur as Payzant's superintendency comes to a close in June 2006. While the superintendent's departure is a landmark event in itself, it is likely to be accompanied by the departure of several key central office staff, and it coincides with the expected retirement of a greater-than-usual number of Boston teachers. Thus, the study is designed to inform not just a superintendent search, but a broader transition in leadership of the Boston Public Schools. Through its programs for urban superintendents, the Aspen Institute is acutely aware of how many city school systems will be experiencing transitions similar to the one in Boston. Aspen joined with the Annenberg Institute for School Reform to undertake the study. Aspen and Annenberg fielded a team of researchers to conduct the research and interviews on which the case is based. The research design was co-constructed by the Aspen- Annenberg team and a team from the Boston school district and its partners. The research was conducted from September through November. The process consisted of an extensive document review, a review of data on student outcomes, and interviews or focus groups with ninety-eight individuals -- students, educators, central office administrators, and community leaders. While this set of respondents is not a representative sample of the Boston community, it does typify a set of key roles within the district, its partners, and the community. The resulting interviews generated a remarkably consistent set of observations about what has been accomplished, what is under way that should be preserved, and what challenges Boston's next leadership team must address. A major purpose of this case study is to share these observations. The case has one additional, and crucial, purpose: to spark and support a conversation about how the city -- its educators, families, and communities -- searches for and identifies new leadership, engages that leadership in building on what has been accomplished, and formulates the remaining challenges that new leadership needs to address. This report is neither the final nor the only word on this important subject. Several local groups are also developing documents that will inform numerous discussions over leadership transition in the Boston schools. We hope that the

Ten years ago, Thomas W. Payzant became superintendent of the Boston Public Schools and launched a reform program based on the idea that focusing on instruction, particularly in literacy and mathematics, would improve learning for all students. This case study examines the extent of instructional improvement a decade later and the complementary efforts that the district has made to improve the capacity of teachers, principals, and central office in support of continuously improving instruction. It also identifies some of the challenges now facing the Boston Public Schools. The purpose of the study is to inform the leadership transition that will occur as Payzant's superintendency comes to a close in June 2006. While the superintendent's departure is a landmark event in itself, it is likely to be accompanied by the departure of several key central office staff, and it coincides with the expected retirement of a greater-than-usual number of Boston teachers. Thus, the study is designed to inform not just a superintendent search, but a broader transition in leadership of the Boston Public Schools. Through its programs for urban superintendents, the Aspen Institute is acutely aware of how many city school systems will be experiencing transitions similar to the one in Boston. Aspen joined with the Annenberg Institute for School Reform to undertake the study. Aspen and Annenberg fielded a team of researchers to conduct the research and interviews on which the case is based. The research design was co-constructed by the Aspen- Annenberg team and a team from the Boston school district and its partners. The research was conducted from September through November. The process consisted of an extensive document review, a review of data on student outcomes, and interviews or focus groups with ninety-eight individuals -- students, educators, central office administrators, and community leaders. While this set of respondents is not a representative sample of the Boston community, it does typify a set of key roles within the district, its partners, and the community. The resulting interviews generated a remarkably consistent set of observations about what has been accomplished, what is under way that should be preserved, and what challenges Boston's next leadership team must address. A major purpose of this case study is to share these observations. The case has one additional, and crucial, purpose: to spark and support a conversation about how the city -- its educators, families, and communities -- searches for and identifies new leadership, engages that leadership in building on what has been accomplished, and formulates the remaining challenges that new leadership needs to address. This report is neither the final nor the only word on this important subject. Several local groups are also developing documents that will inform numerous discussions over leadership transition in the Boston schools. We hope that the

For Chicago Public School (CPS) graduates, grades are a more important predictor of college enrollment and graduation than college entrance test scores, according to a study from the Consortium on Chicago School Research at the University of Chicago. This study also found substantial differences across colleges in graduation rates among highly qualified CPS graduates, suggesting that the colleges students attend matters a great deal. The study paints a discouraging picture of college success for CPS graduates. Despite the fact that nearly 80% of seniors state they expect to graduate from a four-year college, only about one-third enroll in a 4-year college within a year of high school graduation, and only 35% of those who enroll received a bachelor's degree within 6 years. The study found that boys are less likely to enter and graduate from college than girls with similar abilities. Also, CPS Latino graduates attend college below both national and Illinois averages for Latino high school graduates.

This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supportive practices of teacher teams are related to achieving the daily tasks required of individual teachers, such as addressing students' behavioral and learning problems. Developmental practices are related to improving instruction and curriculum schoolwide, and include planning, implementing, and monitoring interventions geared toward improving student performance.

This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supportive practices of teacher teams are related to achieving the daily tasks required of individual teachers, such as addressing students' behavioral and learning problems. Developmental practices are related to improving instruction and curriculum schoolwide, and include planning, implementing, and monitoring interventions geared toward improving student performance.

This qualitative study, which includes interviews with principals and teachers and observations of professional development activities, teacher team meetings, and technical support consultations, concludes that the work of teacher professional communities can be divided into two categories. The supportive practices of teacher teams are related to achieving the daily tasks required of individual teachers, such as addressing students' behavioral and learning problems. Developmental practices are related to improving instruction and curriculum schoolwide, and include planning, implementing, and monitoring interventions geared toward improving student performance.

"Strengthening the Work of School Boards In Pennsylvania" makes recommendations for state policymakers, school boards and superintendents, and voters and community leaders about how they can improve the effectiveness of school boards and increase the number of citizens who are motivated and prepared to serve on boards. The report also includes a model Board Code of Conduct and model Governance-Management Compact that can be downloaded as individual documents from the "Education Policy Information Clearinghouse" section of the EPLC website.