The major issue is when chains like HCZ claim to be doing better than
typical districts using the «same» resources with the «same» students.
Not exact matches
When schools are considered in the aggregate,
typical approaches to data
use by
districts and principals have no measurable influence on student achievement.
But the
typical approaches to data
use by
districts and principals had no measurable influence on student learning across school levels in the aggregate.
The answer also varies by OER curriculum:
districts may save more on a
typical math curriculum if it requires fewer materials, and many openly - licensed ELA curricula call for the purchase of text sets in order to effectively
use the curriculum.
Mr. Borch
uses the «fairly normal» school
district to model how different changes in school funding (e.g., changes in state general aid, revenue limits, etc.) might affect a «
typical» Wisconsin school
district.
It describes ways in which
districts engage parents and the community in their school - improvement efforts; it explores the impact of such engagement on students; it tells how
districts develop school leaders «sense of efficacy; it explains what
districts can do to ensure productive leader succession; and it describes ways in which
typical and exemplary
districts use school data.