NIUSI

part of the Education Reform Networks

District/Community Partnership

• Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity
  This article is about long-term systemic sustainable change and applies to all educational leaders and policy makers. Based on a comparative research students conducted in Canada and the United States (US), the authors presented a conceptual framework, methodological design, and key research findings from a Spencer Foundation-funded project of long-term educational change over time.
• Legal Rights: The Overrepresentation of Culturally and Linguistically Diverse Students in Special Education
  This paper is one of the practitioner-oriented briefs produced by the National Center for Culturally Responsive Educational Systems (NCCRESt). It applies to all parents and teachers of culturally and linguistically diverse students who have been or will be placed in special education.
• Preventing DISPROPORTIONALITY by Strengthening District Policies and Procedures - An Assessment and Strategic Planning Process
  This document includes a rubric produced by the National Center for Culturally Responsive Educational Systems (NCCRESt) for looking at district practice. The authors designed the document to help State and Local Education Agencies address institutional and systems issues that may affect students from culturally and linguistically diverse populations who continue to experience a wide variety of achievement gaps.
• Schools on the move: Benito Martinez Elementary El Paso, Texas
  This booklet is a one of the Schools on the Move stories produced by the National Institute for Urban School Improvement (NIUSI). It applies to all educational leaders, teachers, and families who are interested in learning about creating successful and sustainable change in schools.
• The sustainability of comprehensive school reform models in changing district and state contexts
  This article is about school reforms. It applies to all educational leaders who are interested in the sustainability of comprehensive school reform (CSR) models in the face of turbulent district and state contexts.