| Foreword: A Strategy to Challenge Inequality | |
| Introduction: New to the Second Edition | |
| Acknowledgments | |
| About the Author | |
| Setting Our Sights on Student Achievement | |
| 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 | |
| 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 | |
| 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 | |
| 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 | |
| Inquiring About Equity | |
| Talking About Data | |
| Why the Need for Dialogue | |
| Guiding the Dialogue | |
| Outcomes From Dialogues | |
| Conducting the Inquiry: Measurement Dimensions and Approaches | |
| 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 | |
| Assessing Policies and Practices | |
| 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 | |
| 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 | |
| Assessing Equitable Classroom Practices | |
| Survey--The Equitable School Classroom | |
| Teacher Observations | |
| Observing Students in Class and School | |
| Parent and Student Information | |
| 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 | |
| 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 | |
| Using School Indicators to Answer Critical Questions | |
| How and When to Gather Indicators | |
| Combining Indicators to Answer Critical Questions | |
| Sample Indicator Combinations | |
| 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 | |
| Table of Contents provided by Ingram. All Rights Reserved. |
