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An Evaluation of Personalized Student Learning Pilot Programs in Sixteen New Jersey Schools
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| Presenter(s):
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| Charyl Yarbrough, The Heldrich Center for Workforce Development, cyarbrou@ejb.rutgers.edu
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| Bill Mabe, The Heldrich Center for Workforce Development, billmabe@ejb.rutgers.edu
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| Abstract:
Today's employers expect high school graduates to enter the workplace with the 21st century skills needed to compete in a dynamic global market. Unfortunately, America's young people are not meeting employer expectations (The Conference Board Inc., 2010). Concerned policy makers, educators and parents are engaged in reform initiatives in a collective attempt to improve student engagement and success (Wolf, 2010). Consequently, several states are revisiting traditional education approaches and examining personalized learning models. Few studies have evaluated personalized learning initiatives across a variety of school settings. The New Jersey Department of Education partnered with the Heldrich Center for Workforce Development to conduct a two-year process evaluation of personalized learning programs at sixteen New Jersey schools. We used qualitative methodologies and multi-dimensional survey data to develop composite scores and rank school implementation success. This paper is a resource for evaluators looking to discuss approaches for measuring implementation effectiveness across diverse sites.
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Using Mixed Methods to Evaluate a Program Designed to Develop Turnaround Leaders in Texas Schools
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| Presenter(s):
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| Jacqueline Stillisano, Texas A&M University, jstillisano@tamu.edu
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| Hersh Waxman, Texas A&M University, hwaxman@tamu.edu
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| Melanie Woods, Texas A&M University, mnwoods@neo.tamu.edu
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| Abstract:
This paper showcases an evaluation of the Texas Turnaround Leadership Academies, a program established in 29 Texas schools with the goal of establishing a cadre of exceptional principals to turnaround chronically underperforming schools. Evaluators used a mixed-methods design to examine program factors that encouraged quality professional development for participants, promoted district support for campus leadership, and supported translation of the professional development into effective leadership practices. Each program school was compared to a similar low-performing school matched by variables such as socio-economic status, percent minority, and graduation rates. Survey data was obtained from district and campus educators involved in the project and from the comparison schools. Qualitative data was gathered through in-depth interviews with campus and district leaders, and four schools were chosen to be the site of mini-case studies designed to provide a comprehensive picture of each school's specific experiences and challenges related to implementing a successful turnaround effort.
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