Improving low-performing schools through external assistance: lessons from chicago and california Report as inadecuate




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Catherine Bitter ; Jennifer O-Day ;Education Policy Analysis Archives-Archivos Analíticos de Políticas Educativas 2009, 17

Author: Kara S. Finnigan

Source: http://www.redalyc.org/articulo.oa?id=275019727007


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Education Policy Analysis Archives-Archivos Analíticos de Políticas Educativas ISSN: 1068-2341 epaa@alperin.ca Arizona State University Estados Unidos Finnigan, Kara S.; Bitter, Catherine; ODay, Jennifer Improving Low-Performing Schools through External Assistance: Lessons from Chicago and California Education Policy Analysis Archives-Archivos Analíticos de Políticas Educativas, vol.
17, enerodiciembre, 2009, pp.
1-27 Arizona State University Arizona, Estados Unidos Available in: http:--www.redalyc.org-articulo.oa?id=275019727007 How to cite Complete issue More information about this article Journals homepage in redalyc.org Scientific Information System Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative EDUCATION POLICY ANALYSIS ARCHIVES English Editor: Sherman Dorn College of Education University of South Florida Volume 17 Number 7 Spanish Editor: Gustavo Fischman Mary Lou Fulton College of Education Arizona State University April 10, 2009 ISSN 1068–2341 Improving Low-Performing Schools through External Assistance: Lessons from Chicago and California Kara S.
Finnigan University of Rochester Catherine Bitter Jennifer O’Day American Institutes for Research Citation: Finnigan, K.
S., Bitter, C., & O’Day, J.
(2009).
Improving low-performing schools through external assistance: Lessons from Chicago and California.
Education Policy Analysis Archives, 17(7).
Retrieved [date] from http:--epaa.asu.edu-epaa-v17n7-. Abstract This article describes the design and implementation of external support to lowperforming schools using data from Chicago and California.
Using the literature on external support, instructional capacity, and policy strength, the study gathered data from interviews, observations, document review, and surveys.
The findings suggest that the model of assistance employed in both Chicago and California was inadequate to the task.
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