The School Administrator

Jan 07 Cover

January 2007 Number 1, Vol. 64Measuring Academic GrowthAssessing individual learning and what affects learning


  • Growth Measures for Systemic Change

    by Allan Olson

    Through periodic learning assessments, educators can quickly size up how much their students have grown from quarter to quarter or from year to year, allowing decisions about which instructional programs are most effective and how to reallocate resources to areas of need.

    Similar Reading: Growth Data: Answerability for Continuous Improvement and Taking a Measure of the Measure

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  • Separating Growth From Value Added

    by Raymond Yeagley

    Two academic growth models offer different tools for different purposes – one measuring individual learning and the other measuring what affects student learning.

    Similar Reading: Implementing a Growth Model in a School System

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  • Sound Assessment Through Proper Policy

    by Stephen J. Chappuis

    Aligning a school board policy manual with the faculty handbook would be an excellent application of systems thinking in support of school district mission and goals.

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  • Survey Says: Data To Guide Policy Decisions

    by Edgar H. Thompson, George H. Stainback and James G. Stovall

    Superintendents and school boards should get the most accurate information they can when making policy decisions -- and that means data, not anecdotes and impressions.

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    Early Hours and Contagious Optimism by Paul Riede

    When Nancy Golden assumed the superintendency in Springfield, Ore., she announced she would give a half-hour of her time to anyone who had ideas about improving some aspect of the school district. About 100 people took up her offer, and the superintendent heard each one.

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    Punchback: Answering Critics

    Forcing a Risky Business Model on Us by Robert Brower

    Political and business leaders are openly promulgating forced competition among schools, coveting any new idea that comes along to demonstrate anecdotal improvement and using flawed statistics to foist unproven changes on schools. The author is a veteran school district leader based in more

    Working With Difficult Parents by Suzanne Tingley

    School leaders today must deal with dreaded “helicopter parents” hovering overhead, ready to swoop in at a moment’s notice with guns blazing if they think their child has been unfairly treated in any way. The author, a superintendent in upstate New York, draws her advice from her newly published book on the more
    Guest Column

    The Uncommon Sense of Cell Phones by Steve Singleton

    When someone’s cell phone rings in the middle of a meeting or a presentation (as it inevitably does), common sense tends to fly out the window — much to the annoyance of this veteran more


    The latest round of promotions and retirements of AASA members across the country. The Sidelight shines on a Wisconsin superintendent who doubles as a scholastic wrestling more
    Board-Savvy Superintendent

    Planning for Your Own Succession by Donald R. McAdams

    Rather than face the discomfort, most superintendents let the subject of who will follow them in the role slide by without their input, placing the school district’s future and their own legacy at risk. The author directs the Center for the Reform of School more
    President's Corner

    The National Conference: Back to the Future by Eugene G. White

    AASA’s president on a unique opportunity to help a great American more
    Executive Perspective

    Authentic Accountability by Paul D. Houston

    It’s ironic that public education is required to demonstrate accountability in the area of student performance by politicians who have little accountability where they do their own more
    Federal Dateline

    The Votes Are In, But the Issues Are Unchanged by Bruce Hunter

    Just as the central issues in the coming reauthorization will not change, neither will the major players in the Congress who are rewriting No Child Left Behind in the wake of the mid-term more