A Tripartite Framework for Leadership Evaluation

Education and Literacy;Race and Ethnicity

A Tripartite Framework for Leadership Evaluation

The Tripartite Framework for Leadership Evaluation provides a comprehensive examination of the leadership evaluation landscape and makes key recommendations about how the field of leadership evaluation should proceed. The chief concern addressed by this working paper is the use of student outcome data as a measurement of leadership effectiveness. A second concern in our work with urban leaders is the absence or surface treatment of race and equity in nearly all evaluation instruments or processes. Finally, we call for an overhaul of the conventional cycle of inquiry, which is based largely on needs analysis and leader deficits, and incomplete use of evidence to support recurring short cycles within the larger yearly cycle of inquiry.

August 1970

Geographic Focus:

Avoiding Accountability: How Charter Operators Evade Ohio's Automatic Closure Law

Education and Literacy

Avoiding Accountability: How Charter Operators Evade Ohio's Automatic Closure Law

Ohio's charter-closure law is touted as one of the toughest in the nation because it requires the automatic closure of charter schools that consistently fail to meet academic standards. The law has been showcased by the National Association of Charter School Authorizers (NACSA) in its "One Million Lives" campaign, which calls for tougher state laws to close failing charter schools.

The widespread attention and support of the NACSA campaign has pushed Ohio's closure law into the spotlight as a model of accountability for low-performing charter schools. However, The Plain Dealer's editorial board, in a commentary on NACSA's praise of Ohio's charter school accountability standards, pointed out what NACSA did not: Ohio's charter school laws, while they may have stronger mandates for closure than those of other states, are still replete with loopholes.

Since the charter-closure law went into effect in 2008, 20 schools across the state have met closure criteria, and all are currently listed as closed by the Ohio Department of Education (ODE). But an investigation of the schools by Policy Matters revealed that eight schools -- and the management companies that run them -- have found ways to skirt the closure law and remain open, severely undermining the law's effectiveness and highlighting the lax accountability that prevails in Ohio's charter sector. For-profit managers -- the Leona Group, Mosaica Education and White Hat Management -- operate six of the reopened schools.

August 1970

Geographic Focus: North America-United States (Midwestern)-Ohio

Roadmap for Next-Generation Accountability Systems

Education and Literacy;Government Reform;Nonprofits and Philanthropy

Roadmap for Next-Generation Accountability Systems

Offers a framework for designing and implementing state accountability systems that enable consistent, aligned goals to ensure college- and career-readiness; valid measurement, support, and interventions; transparent reporting; and continuous improvement.

August 1970

Geographic Focus: North America / United States

Implementing Education Policy: Getting From What Now? to What Works

Education and Literacy, Nonprofits and Philanthropy

Implementing Education Policy: Getting From What Now? to What Works

Outlines key lessons from the 2011 Education Grantmakers Institute about funding the implementation of policy change as well as advocacy and building public will. Offers framework for planning, stakeholder engagement, capacity building, and communication.

August 1970

Geographic Focus: North America-United States

Competing for School Improvement Dollars: State Grant-Making Strategies

Education and Literacy, Government Reform

Competing for School Improvement Dollars: State Grant-Making Strategies

Outlines early findings about the the revamped School Improvement Grant program's impact on states and three approaches to evaluating district and school grant applications, including the use of external reviewers and cutoff scores. Makes recommendations.

August 1970

Geographic Focus: North America-United States (Midwestern)-Illinois, North America-United States (Southern)-Louisiana, North America-United States (Northeastern)-Vermont

What's Trust Got To Do With It?

Community and Economic Development, Education and Literacy, Parenting and Families

What's Trust Got To Do With It?

Based on focus groups with parents, explores why school turnaround options such as closing failing schools and replacing principals and staff provoke community opposition. Outlines ways for leaders to build trust, address concerns, and engage parents.

August 1970

Geographic Focus: North America-United States

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