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Characteristics of school districts that are exceptionally effective in closing the achievement gap
April 28, 2011
Characteristics of school districts that are exceptionally effective in closing the achievement gap
Leadership and Policy in Schools
Volume 9 Number 3, July 2010; Pages 245–291
Kenneth Leithwood
Education policy in the USA has increasingly emphasised the role of the school district and its leaders in helping schools to meet accountability demands. A literature review of 31 articles has examined the characteristics of school districts that have been successful in significantly improving outcomes for their student populations. Almost all these districts serve disadvantaged communities. The districts worked to develop a clear and consistent vision of student achievement, which was used to guide strategic planning. They established achievement benchmarks, and aligned curriculum, instruction and assessment with these standards. They made widespread and effective use of data, developing efficient information management systems and ensuring that school staff not only had access to relevant data, but had the skills to interpret them. Additional achievement data were gathered to supplement state-level accountability data; the districts also drew on evidence-based research regarding best practices when responding to data. Building a sense of collective efficacy amongst staff was seen as a key element of their reforms, with districts working to provide appropriate professional development opportunities in order to help staff develop expertise relevant to the district's goals. Effort was made to support the learning of teachers and administrators by encouraging job-embedded professional development, as well as the development of professional learning communities and positive staff relationships. The districts also worked to build close ties with the wider school community, local businesses and other local organisations. Another element of the districts' success was the investment in instructional leadership. Principals, who were largely held accountable for their school's instructional quality and academic achievement, were given training and opportunities to improve their skills and to develop ways to distribute leadership roles, and were provided with a range of external resources and expertise, such as access to coaching, conferences and buddy groups. The districts approached school improvement in phases, building on established structures and procedures in a coherent step-by-step manner. They also engaged in a strategic manner with government policy and requirements, and worked to align infrastructures such as budgetary and personnel allocations with their vision of school improvement