APPENDIX E. CASE STUDY METHODOLOGY AND PROTOCOL CONT’D Pieces of the Puzzle
Site Visit Protocol Brief Introduction Introduce the purpose, time period of the study, and the members of the team. Ask interviewees to introduce themselves and describe their role with the district. Unless otherwise noted, questions are asked of board members, superintendent, central-office staff, community leaders involved in the schools, parents, teachers, principals, union president, and all groups interviewed. Opening Questions
Political Preconditions
1. What particular context should we understand about the district during the period of this study? 2. What was the culture like during the period of study? (Board/superintendent relationships, clear vision, board members’ relationships with each other, community support, etc.) 3. What factors led to the district’s decision to participate in the TUDA project taking the NAEP test? 4. How were NAEP results reported to and in the press? (Board, superintendent, central office, teacher union, parents) How does that compare to how other measures of student achievement are treated? 5. What has been the reaction to district performance on NAEP? Listen for:
Specificity and clarity about what they wanted to do. o Vision, theory of action grounded in achievement o Sense of urgency o Level of focus on academics, school safety o Level of community support/ community concerns o Board updates on academic reforms, progress, and issues
Coherence and alignment of what we hear to their vision and theory of action, unity of board and superintendent o Board and superintendent roles distinct but aligned o Systems in place for dealing with issues or changes in demographics o Financial systems in place sufficient to support academics and reforms
Use of persuasion by superintendent and board
Use of power and policy by superintendent and board
Stability (cohesive board, superintendent longevity, nurtured vision over time)
E-5 Council of the Great City Schools and the American Institutes for Research 306
PIECES OF THE PUZZLE: FACTORS IN THE IMPROVEMENT OF URBAN SCHOOL DISTRICTS ON THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS