District Redesign and Leadership

The national education spotlight has shifted from high school graduation to postsecondary success, leading to a proliferation of new college readiness policies and initiatives – many involving multiple actors from diverse sectors. This publication scans the burgeoning field of college readiness and provides models to help districts, schools, and other interested stakeholders prepare their students for college success.  

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Since Spring 2009, AISR has partnered with Metro Nashville Public Schools (MNPS) in support of the ambitious reform agenda, entitled "MNPS Achieves," launched under the leadership of Director of Schools Dr. Jesse B. Register.

MNPS ACHIEVES Year 2: Executive Summary

MNPS ACHIEVES Year 2: An Evaluation Report (2011)

MNPS ACHIEVES Year 1: An Evaluation Report (2010)

While most urban school districts face rapid turnover in leadership and limited results, Boston has won national attention for its stability and success. This study from AISR and the Aspen Institute examines Boston's accomplishments and challenges and provides lessons for other large urban school districts. This study examines what the Boston Public Schools’ 10-year-long focus on instructional improvement accomplished and provides lessons for other districts on the challenges a district faces during a transition in leadership.

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Improving outcomes for children and youth will require schools to form links with community agencies and organizations to address a range of in-school and out-of-school factors that affect learning and development. The Annenberg Institute for School Reform calls this idea a “smart education system.” In England, it is national policy. This issue of Voices in Urban Education looks in depth at one local British authority that has been remarkably successful across a range of health, social, educational, and economic indicators: the East London borough of Tower Hamlets.

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This issue of Voices in Urban Education features leading-edge perspectives on how to transform a school community into a “smart district” – one that is part of the solution to what ails public education, not part of the problem. How can districts transform out-of-date structural models and use data to become "best-in-class"? Why do districts need to rethink the way teachers are assigned to schools? How did a citywide “community covenant” and a grassroots movement in a low-income urban neighborhood transform two districts' schools?

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As school systems and communities struggle to improve student learning and bring all students to proficiency, the idea of building capacity has become increasingly critical. Schools and school systems, community organizations, and other agencies need to have the ability to function effectively to ensure that all students learn at high levels. What types of abilities do these agencies and organizations need? How have effective partnerships developed such abilities? This issue of Voices in Urban Education suggests some possibilities.

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Educators and community leaders recognize that districts must play a vital role to ensure results and equity for all students. But to play this role effectively, districts must be redesigned. The current structure and operations in most communities are inadequate. This issue of Voices in Urban Education examines district redesign from a range of perspectives. 

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As just about everybody now knows, President Barack Obama began his career as a community organizer. He knew that, often, lasting and effective change comes from a community, rather than to a community. Increasingly, this view is taking hold in education. This issue of Voices in Urban Education examines civic capacity and the role of community organizing in building such capacity.

VUE 23 full issue

“Leading indicators” in education — as in economics — can provide early signs of progress toward academic achievement and help education leaders make informed decisions to improve student learning — before the test results come in. The Leading Indicator Spotlight series of research briefs is designed to accompany the research report Beyond Test Scores: Leading Indicators for Education.

Early Reading Proficiency brief

Pre-algebra and Algebra Enrollment and Achievement brief

Using College Admission Test Scores to Clarify High School Placement brief

“Leading indicators” in education — as in economics — can provide early signs of progress toward academic achievement and thus help district leaders and other stakeholders make informed decisions about efforts to improve student learning — before the test results come in.

Full report