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Beat the Odds...Why Some Schools With Latino Children Beat the Odds and Others Don't

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Title: Beat the Odds...Why Some Schools With Latino Children Beat the Odds and Others Don't
Language: English
Authors: Waits, Mary Jo, Campbell, Heather E., Gau, Rebecca, Jacobs, Ellen, Rex, Tom, Hess, Robert K., Arizona State Univ., Tempe. Morrison Inst. for Public Policy.
Source: Morrison Institute for Public Policy, Arizona State University. 2006.
Availability: Morrison Institute for Public Policy, Arizona State University. P.O. Box 874405, 215 East 7th Street Suite 203, Tempe, AZ 85287-4405. Tel: 480-965-4525; Fax: 480-965-9219; e-mail: morrison.institute@asu.edu; Web site: http://www.morrisoninstitute.org
Peer Reviewed: N
Page Count: 56
Publication Date: 2006
Sponsoring Agency: Arizona Community Foundation, Phoenix.
Honeywell, Inc., Minneapolis, MN.
Arizona State Univ., Tempe.
Document Type: Numerical/Quantitative Data
Reports - Research
Descriptors: Economically Disadvantaged, Middle Schools, Enrollment, Hispanic Americans, Elementary Schools, Academic Achievement, Public Schools
Geographic Terms: Arizona
Laws, Policies and Program Identifiers: No Child Left Behind Act 2001
Abstract: Using the methodology of Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Other's Don't," the authors of this report, under the sponsorship of the Center for the Future of Arizona and the Morrison Institute, found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. With Jim Collins' active involvement, the research team found six keys to success that can translate into broader messages for education policy and strategy. These are clear bottom line, ongoing assessment, strong, steady principal, collaborative solutions, stick with the program and built to suit. Describing this study as the "second wave" of education reform, the authors have recommended a package of policy changes and strategic initiatives aimed at engaging policy makers and empowering educators with the tools and skills necessary to help students succeed. Key among the recommendations is the creation of leadership programs for principals and teachers, with the goal of sharpening analytic skills and creating collaborative environments that allow effective, knowledge-based and customized education within schools and classrooms. The study calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona. [This report is a joint publication of the Morrison Institute for Public Policy and the Center for the Future of Arizona. Funders that made this research possible also include: the Bruce T. Halle Family Foundation; the City of Phoenix; and the Valley of the Sun United Way.]
Abstractor: ERIC
Entry Date: 2007
Accession Number: ED494326
Database: ERIC
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  Data: Morrison Institute for Public Policy, Arizona State University. P.O. Box 874405, 215 East 7th Street Suite 203, Tempe, AZ 85287-4405. Tel: 480-965-4525; Fax: 480-965-9219; e-mail: morrison.institute@asu.edu; Web site: http://www.morrisoninstitute.org
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  Data: Using the methodology of Jim Collins from his book "Good to Great: Why Some Companies Make the Leap...and Other's Don't," the authors of this report, under the sponsorship of the Center for the Future of Arizona and the Morrison Institute, found 12 elementary and middle schools in Arizona--schools whose students are mostly Latino and mostly poor--that are "beating the odds" on reading and math scores. With Jim Collins' active involvement, the research team found six keys to success that can translate into broader messages for education policy and strategy. These are clear bottom line, ongoing assessment, strong, steady principal, collaborative solutions, stick with the program and built to suit. Describing this study as the "second wave" of education reform, the authors have recommended a package of policy changes and strategic initiatives aimed at engaging policy makers and empowering educators with the tools and skills necessary to help students succeed. Key among the recommendations is the creation of leadership programs for principals and teachers, with the goal of sharpening analytic skills and creating collaborative environments that allow effective, knowledge-based and customized education within schools and classrooms. The study calls for the creation of a dissemination mechanism to bring "best practices" into every school in Arizona. [This report is a joint publication of the Morrison Institute for Public Policy and the Center for the Future of Arizona. Funders that made this research possible also include: the Bruce T. Halle Family Foundation; the City of Phoenix; and the Valley of the Sun United Way.]
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      – SubjectFull: Enrollment
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      – SubjectFull: Hispanic Americans
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