A Study On Strategies Of Improving Low-performing Schools In The United States

Low-performing schools are short boards of a national or a regional education system. The existence of low-performing schools is the performance of unfair education, is also the result of the uneven development of education. To eliminate low-performing schools and promote educational equity and balanced development of education is current issue facing the world. As one of most powerful nation in education, the United States always walks in the forefront of education reform, but also exists the uneven development of educational quality. Education situation of a large number of low-performing schools is worrying. This became the focus of criticism and concern of the U.S. public. Since 1980s and 1990s in 20th century, the United States in order to improve low-performing schools, upgrading the overall quality of education, enhanced international competitiveness, launched a large-scale education reform. The face of the existence of a large number of low-performing schools, the American education researchers, policy makers and practitioners are taking active countermeasures. From promulgation of laws and policies related to the continuous improvement of education performance accountability, from provide the funding and technology support to strengthen capacity building within schools, the United States actively attract social resources and mobilize all walks of life with great enthusiasm to join the improvement of low-performing schools, has made positive efforts and contributions in order to turn around low-performing schools.This thesis is divided into six parts, the basic contents are as follows:Chapter I Overview of low-performing schools in America. This chapter introduces the historical background of low-performing schools, the characteristics of low-performing schools and the identification of low-performing schools.Chapter II The development process of low-performing school improvement in America. This chapter identifies No Child Left Behind Act as dividing line. Before No Child Left Behind Act, identifies as the first stage of low-performing school improvement .After No Child Left Behind Act, identifies as the second stage of low-performing school improvement ,combing the historical process of low-performing school improvement .Chapter III American education researchers and relevant organizations research on Low-performing school improvement. As early as the sixties in the 20th century, education researchers began to concern low-performing schools. From studying the characteristics of effective schools in theory to improving low-performing schools in practice, to attempting to quickly turn around low-performing schools in the new era, education researchers have been working on research of improving low-performing schools, for education policy makers to improve policy and education practitioners to implement a specific improvement plan and providing a strong theoretical basis and practical support.Chapter IV Improvement strategies of Low-performing schools at American education policy-making level. This chapter discusses policy makers at the federal, state and school district levels facing with the existence of low-performing schools take active countermeasures. The federal develops laws and policies, provides projects , funds and technical guidances, supports researches, and introduces market competition. States implement assistance strategies of providing funds and technology ,as well as implement sanction strategies of takeover, restructuring and closure .School districts support school improvement plans and evaluation data used,support the professional development,support the implementation of the new curriculum, re-allocate resources and adopt school reform models to help low-performing schools.Chapter V Improvement strategies of Low-performing schools at American schools level. This chapter discusses that low-performing schools play an important role in school self-improvement. The successful improvement of low-performing schools need establish an effective internal responsibility system, strengthen capacity building within schools, and actively seek external support.Chapter VI The results and characteristics of strategies of improving low-performing schools in America. This chapter discusses that improving low-performing schools achieves effects and problems and analyzes in depth the characteristics of strategies of improving low-performing schools, that is, to enact laws and policies related is the basis of improving low-performing schools ,to perfect accountability is a powerful driving force of improving low-performing schools, to provide funds and technical support is a strong support of improving low-performing schools, to strengthen capacity building within schools is the core means of improving low-performing schools, to attract active participation of social resources is a powerful boost of improving low-performing schools.