NASSP Bulletin

The purpose of this study is to describe an alternative means of estimating school effectiveness, referred to as an “absolute year” of schooling and demonstrate its usefulness as a measure of school effectiveness in the middle grades. More specifically, the study investigated (a) whether the absolute schooling effect in math and reading outcomes varied across a statewide sample of 53 secondary schools (e.g., middle, intermediate) and (b) whether differences in school variables explained the variability in the absolute-schooling effect.

For more than 20 years, the efficacy of using the wraparound approach to support high-risk youth has been examined in educational and community settings. Few studies show the value of wraparound service from either a school- or community-based agency as a dropout prevention strategy. Findings from a federal research grant project suggest that many high-risk teens reconnect with educational goals once their lives become more stable after receiving wraparound support. A discussion of the barriers that prevent the most needy school-age youth from accessing wraparound service is offered, with suggestions for how school personnel can increase high school graduation rates for their students with the highest needs.

This study examines the use of polling students to improve conditions of learning in their school. Students from three schools (N = 2,006) in Grades 5, 6, 7, and 8 completed an online poll about how cyberbullying affects their personal lives. Principals’ impressions about the benefits of student polling are explained along with the Cyberbullying Poll outcomes. Principals concluded that student input is an important contribution for consideration in development of continuous improvement planning for their school.

A firm grounding in change theory can provide educational leaders with an opportunity to orchestrate meaningful organizational improvements. This article provides an opportunity for practicing leaders to review four major theories of organizational change—continuous improvement, two approaches to organizational learning, and appreciative inquiry. These four theories were selected because of their emergence within the field of education, possible adaptability to school systems, and potential to support organizational change. Such theories can provide clear guidelines for successful organizational transformation, promote effective change management, and facilitate operative decision making.