Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 2 |
| Since 2016 (last 10 years) | 5 |
| Since 2006 (last 20 years) | 15 |
Descriptor
| Decision Making | 13 |
| Accountability | 7 |
| School Districts | 7 |
| Educational Change | 6 |
| Educational Policy | 6 |
| Data | 4 |
| Elementary Secondary Education | 4 |
| Interviews | 4 |
| Administrators | 3 |
| Case Studies | 3 |
| Data Analysis | 3 |
| More ▼ | |
Source
Author
Publication Type
| Reports - Research | 11 |
| Journal Articles | 10 |
| Reports - Evaluative | 3 |
| Tests/Questionnaires | 2 |
| Collected Works - Serial | 1 |
| Numerical/Quantitative Data | 1 |
| Reports - Descriptive | 1 |
Education Level
| Elementary Secondary Education | 7 |
| Middle Schools | 3 |
| Secondary Education | 3 |
| Junior High Schools | 2 |
| Adult Education | 1 |
| Elementary Education | 1 |
| Higher Education | 1 |
Audience
| Policymakers | 1 |
Laws, Policies, & Programs
| No Child Left Behind Act 2001 | 3 |
| Elementary and Secondary… | 1 |
| Every Student Succeeds Act… | 1 |
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkDaramola, Eupha Jeanne; Marsh, Julie A.; Allbright, Taylor N. – Leadership and Policy in Schools, 2023
Governmental policies in the United States and beyond increasingly call for school leaders to involve local communities in decision-making, yet engagement practices have often centered the perspectives of White parents and marginalized the voices of racially minoritized families. In this comparative case study of seven school districts, we draw on…
Descriptors: Equal Education, Racism, Program Implementation, Community Involvement
Allbright, Taylor N.; Marsh, Julie A. – Educational Policy, 2022
The paradigm of test-based accountability has been a dominant force for decades, yet some argue that we have recently witnessed a dramatic change in the key beliefs influencing educational policy. To understand the extent of this transformation, we investigated the policy narrative supporting the adoption of a multiple measure accountability…
Descriptors: Accountability, Educational Policy, Social Emotional Learning, Knowledge Level
Marsh, Julie A.; Farrell, Caitlin C.; Bertrand, Melanie – Educational Policy, 2016
Despite a growing body of research on data use in education, there has been relatively little focus on the role of students. This article begins to fill this gap by exploring teacher and administrator reports on engaging students in data use at six middle schools. Even though teachers expressed a belief that involving students in data use would…
Descriptors: Accountability, Middle School Teachers, Information Utilization, Student Participation
Download full textMarsh, Julie A.; Strunk, Katharine O.; Bush-Mecenas, Susan C.; Huguet, Alice – Educational Policy, 2015
This article examines parent engagement in a Los Angeles portfolio district reform. Based on data from a 3-year study, we use the lens of democratic theory to examine the design and implementation of mechanisms seeking parent input in the selection of plans to operate low-performing and new schools. We find that despite significant efforts to move…
Descriptors: Parent Participation, Educational Change, Participative Decision Making, Democracy
Marsh, Julie A.; Hall, Michelle – American Educational Research Journal, 2018
This article seeks to deepen our understanding of the nature and quality of democratic participation in educational reform by examining the first-year implementation of California's Local Control Funding Formula (LCFF) mandating civic engagement in district decision-making. Drawing on democratic theory, empirical literature, and data from 10…
Descriptors: Educational Change, Democracy, Democratic Values, Public Administration
Marsh, Julie A.; Farrell, Caitlin C. – Educational Management Administration & Leadership, 2015
As accountability systems have increased demands for evidence of student learning, the use of data in education has become more prevalent in many countries. Although school and administrative leaders are recognizing the need to provide support to teachers on how to interpret and respond to data, there is little theoretically sound research on…
Descriptors: Data, Decision Making, Capacity Building, Learning Theories
Farrell, Caitlin C.; Marsh, Julie A. – Educational Administration Quarterly, 2016
Purpose: Supporting teachers' use of data has become a large part of educational leaders' instructional leadership. Drawing on sensemaking theory, we explore how features of data and teachers' perceptions of them may matter when teachers consider student learning data. Design: The article draws on a 1-year, comparative case study of five…
Descriptors: Instructional Leadership, Comparative Analysis, Case Studies, Low Income Groups
Stecher, Brian M.; Fuller, Bruce; Timar, Tom; Marsh, Julie A. – RAND Corporation, 2012
California's system of school finance is highly regulated and prescriptive. A large share of state funding is allocated through categorical programs, that is, programs whose funding is contingent upon districts using the money in a particular way or for a particular purpose. In 2008-09, the strings were taken off 40 of those programs, collectively…
Descriptors: Educational Finance, State Aid, State Regulation, Financial Support
Fuller, Bruce; Marsh, Julie A.; Stecher, Brian M.; Timar, Tom – RAND Corporation, 2011
In 2009, California state legislators freed local educators from the specific guidelines that previously regulated spending on 40 categorical-aid programs known as Tier 3 programs. This Tier 3 flexibility reform, which deregulates $4.5 billion in education funding, was enacted at the same time the legislature made cuts in education spending in…
Descriptors: Educational Finance, School Districts, State Aid, Financial Support
Marsh, Julie A.; McCombs, Jennifer Sloan; Martorell, Francisco – Educational Policy, 2010
This article examines the convergence of two popular school improvement policies: instructional coaching and data-driven decision making (DDDM). Drawing on a mixed methods study of a statewide reading coach program in Florida middle schools, the article examines how coaches support DDDM and how this support relates to student and teacher outcomes.…
Descriptors: Middle Schools, Decision Making, Data Analysis, Program Implementation
Ikemoto, Gina Schuyler; Marsh, Julie A. – RAND Corporation, 2007
High-stakes accountability policies such as the federal No Child Left Behind legislation require districts and schools to use data to measure progress toward standards. In doing so, such policies assume that practitioners can and will use data to enhance decisionmaking and improve teaching and learning. However, educators use and make sense of…
Descriptors: Educational Change, Decision Making, Data, Concept Formation
Marsh, Julie A.; Pane, John F.; Hamilton, Laura S. – RAND Corporation, 2006
Data-driven decision making (DDDM), applied to student achievement testing data, is a central focus of many school and district reform efforts, in part because of federal and state test-based accountability policies. This paper uses RAND research to show how schools and districts are analyzing achievement test results and other types of data to…
Descriptors: Data Use, Decision Making, Data Analysis, Educational Improvement
Moss, Pamela A.; Piety, Philip J.; Gamson, David; Spillane, James P.; Miele, David B.; Knapp, Michael S.; Copland, Michael A.; Swinnerton, Juli A.; Ikemoto, Gina Schuyler; Marsh, Julie A.; Firestone, William A.; Gonzalez, Raymond A.; Resnick, Lauren; Besterfield-Sacre, Mary; Mehalik, Matthew; Sherer, Jennifer Zoltners; Halverson, Erica; Erickson, Frederick; Little, Judith Warren; Diamond, John B.; Cooper, Kristy; Hickey, Daniel T.; Anderson, Kate T.; Gitomer, Drew H.; Duschl, Richard A.; Carr, Peggy; Dogan, Enis; Tirre, William; Walton, Ebony; Thorn, Christopher; Meyer, Robert H.; Gamoran, Adam; Gee, James Paul; Phillips, Denis C. – Yearbook of the National Society for the Study of Education, 2007
Much of the methodological literature currently influential in the education policy community has focused on research studies and assessments intended to support generalizable conclusions about "what works" or what students "know and can do." Until recently, far less attention has been paid to how educators actually interpret and use this…
Descriptors: Educational Change, Accountability, Yearbooks, Decision Making
Karr, Kerri A.; Marsh, Julie A.; Ikemoto, Gina Schuyler; Darilek, Hilary; Barney, Heather – American Journal of Education, 2006
The current high-stakes accountability environment has created strong incentives for educators to systematically collect and use data to inform instructional decisions. This article examines the strategies employed by three urban school districts to promote data use for instructional improvement and their effect on administrator, principal, and…
Descriptors: Data Analysis, Instructional Improvement, Urban Schools, Accountability
Hamilton, Laura S.; Stecher, Brian M.; Marsh, Julie A.; McCombs, Jennifer Sloan; Robyn, Abby; Russell, Jennifer; Naftel, Scott; Barney, Heather – RAND Corporation, 2007
In 2002, the RAND Corporation launched a project to understand how educators are responding to the new accountability requirements in California, Georgia, and Pennsylvania--three states that represent a range of approaches, regions, and student populations. The researchers aimed to identify the factors that enhance the implementation of SBA…
Descriptors: Federal Legislation, Teaching Methods, Researchers, Educational Change
