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School Improvement Plans

其他書名	Is There Room for Improvement?
出版	RAND, 2019
URL	http://books.google.com.hk/books?id=XN7yxQEACAAJ&hl=&source=gbs_api

註釋School Improvement Plans (SIPs) have been a central feature of American school reform for over two decades. These organizing documents detail educators' goals for improving educational practice and student outcomes and initiatives for achieving those goals. For SIPs to lead to school improvement, educators must be aware of the details of their school's SIP and accept its stated goals and reform efforts. However, organizational focus and cohesion in working toward common, schoolwide goals do not necessarily exist within schools. In fact, research in some states and districts has found that educators' perspectives on the effectiveness of SIPs can vary by their position in the school. We use the RAND Corporation's web-based American Educator Panels to ask a nationally representative sample of educators about their awareness of their school's SIP and their attitudes toward the effectiveness of SIPs in changing instruction and school quality. We then examine how those responses vary by position (teacher or principal). We find that a majority of educators are aware of their school's SIPs, but principals express more optimism in its ability to improve the school. Knowledge of the SIP is also positively correlated with a teacher's view that the SIP can promote school improvement. Though only a minority of teachers are unfamiliar with SIPs, our results suggest that this unfamiliarity may be one impediment to SIP effectiveness.