Page 183 - OUSD LCAP 2016-19

• A New Wave of Evidence, a report from Southwest Educational Development Laboratory (2002) concluded,
“When schools, families, and community groups work together to support learning, children tend to do better
in school, stay in school longer, and like school more.” (p. 7)
5. Resources and support for STEM and Arts (Science, Technology, Engineering, Math and Arts)
• In the National Research Council’s report, Successful K-12 STEM Education: Identifying Effective
Approaches in Science, Technology, Engineering, and Mathematics (2011) states, “The primary driver of the
future economy and concomitant creation of jobs will be innovation, largely derived from advances in
science and engineering. . . . 4 percent of the nation’s workforce is composed of scientists and engineers;
this group disproportionately creates jobs for the other 96 percent” and “several reports have linked K-12
STEM education to continued scientific leadership and economic growth in the United States” (Chapter 3, p.
3).
6. School climate surveys of students
• According to the National Education Association’s research brief Importance of School Climate, “A positive
school climate is recognized as an important target for school reform and improving behavioral, academic,
and mental health outcomes for students (Thapa et al., 2012)” (p. 1)
7. Professional development
• The California ELA/ELD Framework states, “Professional learning is the vehicle for all school staff—
teachers, administrators, specialists, counselors, teacher librarians, and others—to learn to effectively
implement the curricular and instructional practices proposed in this framework (Killion and Hirsh 2013;
Darling-Hammond, and others 2009)” (Chapter 11, p. 4).
• Hattie synthesis of 800 meta-analyses found that professional development has an effect size of 0.62 which
is in the zone of desired effects. (Hattie, Visible Learning – A Synthesis of Over 800 Meta-Analyses Relating
to Achievement, p. 119-121).
• Wei, Darling-Hammond, and Adamson found, “Rigorous scientific studies have shown that when high-quality
[professional development] approaches are sustained by providing teachers with 50 or more hours of
support per year, student test scores rise by an average of 21 percentage points” (Wei, Ruth C., Linda
Darling-Hammond, and Frank Adamson. 2010. Professional Development in the United States: Trends and
Challenges, Phase II of a Three Phase Study, Technical Report. Dallas, TX: National Staff Development
Council and Stanford Center for Opportunity Policy Education in Education. P. 1)

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