Addressing the Practice-to-Research Gap: A Rigorous Evaluation of Local Education Agency–Based Interventions for Struggling Readers in Sixth Grade

We present the results of a study of local education agency (LEA)-based interventions to improve the reading outcomes of struggling readers in sixth grade. The sample included 1,076 intervention students and 3,644 comparison students. Regression discontinuity was used to evaluate intervention impact. The study contributes to the field by demonstrating (a) the importance of conducting rigorous evaluations of existing school interventions to understand the true impact of evidence-based practices when implemented under local circumstances and constraints, and (b) the use of regression discontinuity as an evaluation design is feasible within typical school settings. Implications for the study are discussed, especially in terms of providing a model for evaluation of LEA-driven interventions in the middle grades.

A Clinical Supervision Model for Nontraditional Graduate Students in Training

With the increasing critical shortage of qualified speech-language pathologists (SLPs) in the schools, graduate programs are charged with thinking beyond traditional programs in order to train committed candidates to serve school-aged populations in a cost-effective manner. The Department of Speech Pathology at Loyola College engaged in a partnership with the Maryland State Department of Education whereby students would be provided a scholarship for their degree, and in return would complete five years of employment upon graduation. A critical component of this program stipulated that students be employed and supervised in a local education agency. After experimenting with numerous models for clinical supervision in the school, one model emerged as effective. The college, student, and school perspective regarding effectiveness is presented.

Ascertaining the Adequacy, Scope, and Utility of District Evaluations

The Individuals with Disabilities Education Act (IDEA) provides parents of students with disabilities the opportunity to obtain an independent educational evaluation (IEE) if the parent disagrees with the evaluation conducted by the local education agency. The standard for determining the parent's right to a publicly funded IEE is the appropriateness of the district's evaluation. Yet guidelines for determining the appropriateness of the district's evaluation have not been clearly defined. A qualitative content analysis of recent administrative decisions and cases concerning IEEs identified three legal criteria administrative officers and judges have utilized in determining the appropriateness of challenged district evaluations. Several recommendations to professionals involved in conducting evaluations are offered, including a self-study and ongoing case review.

Reconstructing Conceptions of Local Capacity: The Local Education Agency’s Capacity for Ambitious Instructional Reform

In this article, the authors argue that the notion of local capacity needs to be rethought in light of the extraordinary demands for learning imposed on local educators by the current wave of instructional reforms. Confining their discussion to the local education agency (LEA), the authors argue that the LEA’s capacity to support ambitious instruction consists to a large degree of LEA leaders’ ability to learn new ideas from external policy and professional sources and to help others within the district learn these ideas. Drawing on a study of nine school districts, they identify three interrelated dimensions of this capacity—human capital, social capital, and financial resources.