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From the ECS State Policy Database: Urban - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

From the ECS State Policy Database: Urban--Governance - This policy database—updated weekly—is made possible by your state's fiscal support of the Education Commission of the States....

Discipline Practices in Chicago Schools: Trends in the Use of Suspensions and Arrests - Suspension rates in Chicago Public Schools have declined markedly but still remain very high, particularly among the system’s most vulnerable students. In the 2013-14 school year, 16 percent of CPS high school students received an out-of-school suspension (OSS), down from 23 percent in 2008-9. At the same time, students and teachers across the district report report feeling safer. (W. David Stevens, et al., Chicago Consortium on Chicago School Research, March 2015)...

School Closings in Chicago: Understanding Families' Choices and Constraints for New School Enrollment - Nearly 11,000 students were displaced in 2013 when Chicago closed more than 50 public schools. Nearly all the students wound up in better schools, but only 20 percent wound up in top-tier schools and 25 percent went to schools that were lower-performing than the ones assigned to them. Proximity to home was the deciding factor in most enrollment decisions. (Marisa de la Torre, et al., University of Chicago Consortium on Chicago School Research, January 2015)...

Great Expectations, Mixed Results: Standards and Performance in Denver’s New Public Schools - This paper examines academic growth of every newly created school in Denver, Colorado that commenced operations between 2007 and 2011 by examining their median growth percentile (MGP). Denver Public Schools (DPS) does not currently set advance standards or expectations for the performance of new schools and the lack of consistent standards and metrics undermines the strategy and promise of opening new schools. The authors recommend that in opening any new school, the district should determine multiple measures and targets, and then judge success (or failure) based on performance over time against this set of criteria. (The Donnell-Kay Foundation, 2012)...

A Plan for Evaluating the District of Columbia's Public Schools: From Impressions to Evidence - In 2007 the District of Columbia made a bold change in the way it governs public education with the goal of shaking up the system and bringing new energy to efforts to improve outcomes for students. The Public Education Reform Amendment Act shifted control of the city's public schools from an elected school board to the mayor, created a new state department of education, created the position of chancellor and made other significant management changes. This report offers a framework for evaluating the effects of reforms mandated in 2007 on the District of Columbia’s public schools and offers first impressions of reform efforts so far. (National Academy of Sciences, March 2011)...

Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2008-09 - This annual report provides basic information from the Common Core of Data about the nation's largest public school districts in the 2008-09 school year. The data includes such characteristics as the number of students and teachers, the number of high school completers, the average freshman graduation rate and revenues and expenditures. (Institute of Education Sciences, November 2010)...

Special Advisory Committee on St. Louis Public Schools: Final Report - The Committee was pulled together in 2006 and recommended that, if the St. Louis Public Schools lost accreditation, the Department of Elementary and Secondary Education should turn authority over to a three-person board. The school district lost accreditation and a three-person board was put into place. In November 2009, the Commissioner of Education asked the committee to reconvene and make recommendations about what should happen next and when. (Special Advisory Committee on St. Louis Public Schools, Missouri Department of Elementary and Secondary Education, October 2010)...

The Houston Annenberg Challenge (HAC) Research and Evaluation Project - Founded in 1997, the HAC is a $60 million, not-for-profit, public and private partnership. This is the largest single sum of private money ever dedicated to public school reform in the greater Houston area. HAC promotes high academic achievement for all students. Currently, the initiative provides funding directly to 94 elementary, middle and high schools in six school districts, 4,500 teachers and 76,000 students. School-based programs, which are funded through a Request for Proposal process, are required to address one or more of the following three objectives: to personalize the learning environment, to reduce isolation by involving parents and others from the community in the school's activities, and to provide professional development for teachers. This site provides information about the project, an evaluation study, research design, best practices and summary reports....

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