10 Strategies for Doubling Student Performance

Allan Odden is Professor Emeritus of Educational Leadership and Policy Analysis at the University of Wisconsin-Madison; he also is Co-Director of the Strategic Management of Human Capital (SMHC) in public education and Co-Director of the Consortium for Policy Research in Education (CPRE). CPRE is a consortium of the University of Wisconsin-Madison, Pennsylvania, Harvard, Michigan, Northwestern, Teachers College-Columbia University, and Stanford Universities. He is an international expert on education finance, effective resource allocation and use, resource reallocation, the strategic management of human capital in education, teacher compensation, school-based management, and educational policy development and implementation. He consults regularly with states and districts on these issues.His most recent books include School Finance: A Policy Perspective (McGraw Hill, 2008, 4th edition), with Lawrence O. Picus and How to Create World Class Teacher Compensation (Freeload Press, 2007) with Marc Wallace. Other books include Paying Teachers for What They Know and Do: New and Smarter Compensation Strategies to Improve Schools (Corwin Press, 1997, 2nd Edition, 2002) with Carolyn Kelley; Reallocating Resources: How to Boost Student Achievement Without Spending More (Corwin, 2001) with Sarah Archibald; School Finance: A Policy Perspective (McGraw Hill, 1992, 2nd Edition, 2000, 3rd Edition 2004) co-authored with Lawrence Picus; School-Based Finance (Corwin Press, 1999), edited with Margaret Goertz; Financing Schools for High Performance: Strategies for Improving the Use of Educational Resources (Jossey Bass, 1998) with Carolyn Busch; Educational Leadership for America’s Schools (McGraw Hill, 1995); Rethinking School Finance: An Agenda for the 1990s (Jossey-Bass, 1992); Education Policy Implementation (State University of New York Press, 1991); and School Finance and School Improvement: Linkages for the 1980s (Ballinger, 1983).He was a mathematics teacher and curriculum developer in New York City’s East Harlem for five years. He received his PhD and MA degrees from Columbia University, a Masters of Divinity from the Union Theological Seminary and his BS in aerospace engineering from Brown University.

• PrefaceAcknowledgmentsAbout The Author1. Understanding the Performance ChallengePressure to Improve PerformanceAnalyzing State Student Test DataConducting Curriculum Standards AuditsSummary2. Set Ambitious GoalsBeyond Motivational TheoryBeyond the Soft Bigotry of Low ExpectationsSetting Very High GoalsThinking Big Is Quintessentially AmericanSummary3. Change the Curriculum Program and Create a New Instructional VisionAdopting New Textbooks and Instructional VisionsAssessing Effectiveness of Curriculum and Instructional ApproachesCollaborative WorkSummary4. Benchmark and Formative Assessments and Data-Based Decision MakingOverview of Benchmark and Formative AssessmentsBenchmark and Formative Assessments in Montgomery County, MarylandA Comment on Value-Added MeasuresSummary5. Provide Ongoing, Intensive Professional DevelopmentThe Features of Effective Professional DevelopmentExamples of Professional Development ProgramsSummary6. Using Time Efficiently and EffectivelyExtending the School Year and DayBetter Uses of TimeSummary7. Extend Learning Time for Struggling StudentsSome Contextual PointsTime During the Regular School DayTime Outside the Regular School Day but Within the Regular School YearTime Outside the Regular School YearSummary8. Collaborative Cultures and Distributed LeadershipA Collaborative School CultureStructuring Collaborative CulturesDistributed LeadershipSummary9. Professional and Best PracticesIndicators of Acting ProfessionallyNot Doing It AloneSummary10. The Human Capital Side of Doubling Student PerformanceOverviewFirst, Recruit Top TalentSecond, Develop Top TalentSometimes Initial Talent Turnover Is RequiredSummary11. Putting It All Together: The Dramatically Improving SchoolThe 10 Core Elements of the Improving SchoolSummaryThe Kennewick Approach to Dramatic ImprovementReferences

"In this highly readable book, Allan Odden vividly illustrates many of the most important practices for creating strong professional communities that can leverage high-quality instruction for the students who need it most. From the organization of time to the recruitment of teachers and leaders to the development of productive curriculum and teaching, school leaders will learn how to create a framework for school reform grounded in research and the wisdom of practice."