Characteristics of School Districts that Are Exceptionally Effective in Closing the Achievement Gap

Abstract

This article identifies characteristics of school districts that have been exceptionally successful in closing gaps in achievement among diverse groups of students, including students in challenging circumstances. Evidence for the paper was provided by 31 studies. These were studies, published in the past ten years, which reported original evidence about the association between one or more district characteristics and some valued set of outcomes, or described one or more practices within a district previously found to be high performing. Ten district characteristics are described and several implications for future policy, research, and practice are outlined.

Notes

1. However, studies by both D'Amico et al. (2001) and by Resnick and Harwell (2000) failed to confirm assumptions made by District #2's reform strategy about the impact of instructional leadership.

2. While 16 studies seems a substantial number, only a few studies provide information about each component of high-performing districts' investments in instructional leadership.