Publications and Reports
Please click on the titles below to download available publications and reports. The publications and reports are also available in hard copy and may be ordered by completing this order form.
It's More Than Money - TIF-LEAP, Charlotte-Mecklenburg Schools (2013)
CTAC’s new five-year study examines the genesis, development, and implementation of the SLO approach together with the incorporation of the VAM approach. This provides a study in the opportunities, complexities, benefits, and challenges that arise in measuring and compensating the impact of teacher effectiveness on student growth. It is a chronicle that draws one into the promise of performance-based compensation and a cautionary tale that alerts any district starting down this path that significantly more is at stake than money alone.
Professional Development Audit (2008)
CTAC has released the findings from its groundbreaking audit of the effectiveness of professional development in literacy provided by the Schultz Center for Teaching and Leadership to educators in Duval County Public Schools (Florida). The audit examined the impact of professional development on student achievement, teacher and principal perspectives, and classroom implementation.
Earning to Learning: The Link Between Teacher Compensation and Student
Learning Objectives (2008)
Student learning objectives have the potential to positively impact the performance of teachers and their students. This paper analyzes the importance of student learning objectives and provides a step-by-step guide for successfully designing and implementing learning objectives as a part of compensation reform.
for Standard Bearer Schools: Focusing on Causes to Improve Student
This guide explains the standards, tools and processes used in assisting entire school communities to identify and address the causal factors that affect student and school performance. Using this process has markedly increased student achievement for all subgroups in diverse urban districts throughout the nation.
Directions in Christina: Accomplishments for Children, Challenges Ahead
Demonstrates significant improvement in student learning is possible when system-wide reform is the focus. The Christina School District undertook system-wide reforms to address a persistent pattern of underachievement and to tighten the achievement gap among groups of students within the district. The report reveals an unusually high level of education progress and highlights the successes gained by the District after a two-year intensive effort to improve education in their public schools. A comprehensive approach was designed to build the capacity of the district to make and sustain improvements in student achievement, strategic management and policy, leadership, human resource development and management, and stakeholder satisfaction and ownership. This report details changes in the way the district and schools aligned instruction with standards, assessed students, managed data, conducted school planning, and involved stakeholders, particularly parents, in school improvement.
as Partners (2005) (Findings and Recommendations)
CTAC has launched a project with the Seattle Public Schools to strengthen the collaboration of parents, school staff and community organizations in support of student achievement and school improvement. This initiative focuses on results for children of families living in poverty, and non-native English speaking and ethnic minority families. Using surveys in eight different languages, CTAC assessed awareness and involvement among a representative sample of parents in the 47,000-student district as well as school and district staff. CTAC also interviewed teachers, school administrators, parents and representatives of local community-based organizations. Based on the results, CTAC is guiding a train the trainers process to prepare a corps of culturally and linguistically diverse school staff, community organization representatives and parent instructors who will train others across the district and community to better understand and assume their roles as partners in school improvement. The project builds capacity to use the accountability provisions and reporting requirements of No Child Left Behind for concrete improvements in student learning and school/community collaboration.
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for Change: Pay for Performance in Denver Final Report (2004)
Catalyst for Change is the final summative report for the Denver Pay-for-Performance pilot that focused on developing a link between student achievement and teacher compensation. A groundbreaking longitudinal study of Pay-for-Performance impact on student achievement, teacher quality, and systemic change. Denver introduced Pay-for-Performance as a new element in a large urban district. The pilot was a catalyst for changing the district so that it could become focused on student achievement in a more coordinated and consolidated way. A key part of Denver’s story is how a pilot, with key internal and external supporters, engendered positive systemic change in a larger institution.
Decision-Making: An Introduction to Student Achievement and Teacher
Data Comparisons (2002)
Many accountability systems are exploring the viability of using student achievement results at the classroom level as part of a new teacher compensation system. For any school district, this is a considerable undertaking with significant challenges. By addressing these challenges, a district develops the ability to achieve a better understanding of current performance and is far more able to make instructional improvements which demonstrably benefit students. This report presents student achievement and classroom performance data from the Denver Pay-for Performance study in several different comparisons and discusses the value and applications of each comparison toward the advancement of the district’s efforts to analyze and use student achievement data. As interest in accountability continues to grow, any performance system which attempts to link teacher compensation with student achievement, and with any other accountability system that is based on student achievement, will require reliable ways to examine student achievement at the classroom level.
to Results: Pay for Performance in Denver (2001)
This report presents findings based on the halfway point of the Pay for Performance pilot program with the Denver Public Schools. At the mid-point of this program, the Pilot was very much in the critical phase of seeking to fully and fairly test the powerful concept – is Pay-for-Performance a viable and effective strategy for the Board of Education and the Association to use to accomplish their goals? This report contains CTAC’s analyses, findings, and mid-point recommendations, and provides the necessary foundation for the mid-course adjustments made to the pilot.
and Realities: The Impact of the State Takeover on Students and Schools
in Newark (2000)
After several years of state intervention and at a time of transition of district leadership, the Community Training and Assistance Center conducted a comprehensive study of the impact of the state take over on students and schools. This report presents CTAC’s findings, analyses and recommendations based upon that study.
and Consent: A Study of Collaborative Decision-Making in Denver
The Community Training and Assistance Center was contracted by the Denver Public Schools to study the effectiveness of Collaborative Decision-Making, Denver’s strategy for site-based management and community involvement. This report reveals survey and interview results and presents recommendations in five areas of CDM involvement that are designed to increase the satisfaction of participants by clarifying and aligning expectations roles, responsibilities, and lines of authority.
How to Advocate for Public Education (and Get What Your District Needs)
Offers field-tested strategies by drawing from the insights and experiences of those who have led their districts step by step, to victory. This 124-page manual provides a detailed look at the requirements for building advocacy capacity within a school district. It is intended for use by school leaders and board members as well as others who want to organize and build community coalitions that will win public and political victories for education. Each chapter provides practical steps for developing a focused advocacy campaign and for building a constituency for reform efforts over time.
Practices in School to Work: Lessons Learned (1998)
Presents findings and recommendations from leading School-to-Workinitiatives throughout the country. This report serves as a critical starting point, presenting the directions and strategies for educational and corporate leaders to consider as they design and launch a School-to-work system that responds to the unique needs of their communities and regions.
Challenges of School to Work: A Regional Assessment (1998)
Evaluates the efforts of a regional strategy for developing and coordinating school to work efforts. This study identified and examined existing practices, assessed the prospects for success of the regional School-to-work system and suggests strategies for developing and implementing such a system.
A Manual for
Organizations (Bi-lingual manual in English and Vietnamese) (1990)
This practical manual on organizational planning grew out of CTAC's four-year project to help refugees create and manage organizations to help their communities. 51 pages in English plus 62 pages in Vietnamese.
Power: How to Set Up and Run an
Advocacy Group (Bi-lingual in English and Spanish) (1986)
This practical manual on how to set up and run an advocacy group grew out of CTAC's three-year Elder Leadership and Advocacy Project. This project demonstrated that elders from different racial, cultural, and language backgrounds, primarily low income, can get together and makes their lives better. In some societies, elders are treasured for their wisdom and leadership. In our society that emphasizes youth, elders are often portrayed as weak and feeble, with the result that elders - especially low-income elders - may lose confidence and let others do for them what they should be doing for themselves. While isolation makes people feel powerless, organizing helps elders to be strong and genuinely capable. 44 pages in English plus 44 pages in Spanish.
You Need to Know: A Manual on
Developing Youth Leadership (1985)
This manual is an outgrowth of CTAC's multi-cultural leadership training project for urban youth from Asian, African-American, Creole, Haitan, Hispanic, Portugese, and White cultures. The training program developed skills needed for youth leadership on both school and community issues. 79 pages.
These reports resulted from CTAC's project to help build the capacity of the Houston community as a whole to meet the challenges of the HIV epidemic. The project focused on replacing funding-driven fragmentation and territoriality with collaborative planning and service delivery that focus on the needs of affected populations, and on the community's programmatic and administrative ability to meet those needs. Based on intensive technical support and assistance to the Houston, Texas HIV/AIDS community, CTAC developed these two publications as a resource for policy makers, government administrators, community-based providers, funders and consumers interested in developing effective collaborative partnerships to address HIV/AIDS:
Funding Streams and Planning Groups (2000)
A comparative view of programs, structures and decision-making processes that can be used as a base for guiding future HIV/AIDS collaborative partnerships.
Houston's Response to HIV/AIDS (2000)
Provides analyses and makes recommendations for creating a more responsive and collaborative HIV/AIDS care and prevention system.