Middle School Reform Through Data and Dialogue: Collaborative Evaluation with 17 Leadership Teams

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Jewell E. Cooper, Associate Professor (Creator)
D. B. Strahan, (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: This report describes a 2-year, longitudinal study of one school district‘s effort to link site-based, collaborative evaluation with formal, centralized program evaluation. Participants formed a research team in partnership with a local university. Team members assisted leadership teams in identifying issues for informal, site-based assessments and then used the information to monitor progress toward established goals. Participants collaborated in designing and conducting in formal assessments of student achievement, school climate and safety, discipline, and parent involvement. Leadership teams used these data in developing their school improvement plans. Researchers and administrators used these data to revise the district wide survey. At the end of the 2-year cycle, analysis of school improvement plans showed that collaborative evaluation is creating a connection between dialogue and data. These 17 middle schools are approaching school improvement in a more integrated fashion by actively involving key stakeholders (students, parents, and teachers) in the evaluation process.

Additional Information

Evaluation Review, 25(1), 72-99.
Language: English
Date: 2001
Middle schools, Evaluation, Reform, Education, School improvement, Teacher education

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