Using Data to Close the Achievement Gap : How to Measure Equity in Our Schools Book

Foreword: A Strategy to Challenge Inequality - Anne Wheelock Introduction: New to the Second Edition Acknowledgments About the Author Part I: Setting Our Sights on Student Achievement
1. The Achievement Gap: Framing Our Minds to Set Our Sights The Achievement Gap Some Other Considerations Rethinking the Issues: Creating the Conditions for Moving Forward Stages in the Change Process: How Data Offer Help and Hope
2. Building Dissatisfaction and Killing the Myths: Examining Data as a First Step Toward Motivating Reform The Broader Picture: Societal Implications of Undereducating Certain Populations Similar Aspirations, Unequal Chances: Data to Dispel Myths and Demonstrate Differential Expectations and Learning Opportunities for Students Who Has the Opportunity to Go to College?
Changing Practices and Achievement Patterns: Exploding Myths That Perpetuate Underachievement
3. Data in the Reform Process: How and Why Key Roles for Data Assessing Data Use and Access Stages of the Data User Process Using Technology to Make Strong Presentations
4. Building Leadership and Data Teams Establishing the Need: A First Step for Highly Resistant Schools Creating the Team: The First Step in Most Schools The Role of the Leadership Team Structuring the Leadership Team's Work Team Development The Data Team: Core to the The Data Team: Core to the School's Success in Using Data to Achieve Reform Planning for Team Success: Team Self-Assessment of Strengths and Needs Assessing Perspectives of Team Effectiveness Planning for Team Leadership Development Part II: Inquiring About Equity
5. Talking About Data Why the Need forDialogue Guiding the Dialogue Outcomes From Dialogues Conducting the Inquiry: Measurement Dimensions and Approaches
6. Examining Outcomes Looking at the Big Picture Outcome Data From Standardized Test Scores: Peeling the Data Standardized Tests for College Going Monitoring Student Grades Displaying Middle and High School Course Enrollment and Student Overall Progress in College Preparatory Courses Outcomes: Student Graduation Rates College-Going Rates Nonacademic Measures Related to Outcomes
7. Assessing Policies and Practices Part I: Instruments Assessing Perceptions of Attitudes, Readiness, and Commitment to Reform at the School Process Indicators Assessing Institutional Reform in the Academic Culture of Schools Other Instruments to Assess Equity Schools' and Districts' Assessments of Delivery of Precollege Guidance Characteristics of High-Performing and Low-Performing Counseling Programs Counselor College Preparatory Record Keeping for Individual Students Which Counselors Are Providing College Access to Students?
Counselor's Plans for Counselees Part II: Existing School Documents How Does the Master Schedule Reflect Practices and Goals?
Assessing Documents, Policies, and Practices on How Time Is Used Examining School Calendars Teacher Plan Books Part III: Assessing Equitable Classroom Practices Survey--The Equitable School Classroom Teacher Observations Observing Students in Class and School Parent and Student Information
8. Listening to Student and Parent Voices Student and Parent-Guardian Questionnaires Aspirations and Reality Listening to Students' Voices Regarding the Academic Culture of the School
9. Evaluating Programs and Interventions Analyses of Efforts to Raise Student Achievement Assessing Elementary Programs and Practices Assessing the Improvement of College Preparation and College-Going Rates Professional Development
10. Using School Indicators to Answer Critical Questions How and When to Gather Indicators Combining Indicators to Answer Critical Questions Sample Indicator Combinations
11. Will We Know It When We See It? Visioning, Planning, and Implementation Planning for Monitoring Plan for Monitoring the Improvement of College Preparation and College-Going Rates The Role of the External Resource Person Resources for Equitable School Reform Bibliography References Index