2024 Great Ideas in Education Conference

Mark Tallman, a researcher and writer for the Kansas Association of School Boards, developed a system to compare school district performance on state outcomes with how that district would be expected to perform based on its percentage of low-income students plus students with disabilities and enrollment size. He then identified districts performing significantly better than expected based on these characteristics.

Over the past two years, he visited 40 high achieving districts and schools and talked with about 300 administrators, teachers, school board members, students, parents, and community members to ask how they are getting either high results or making significant progress. He will share the process and what he learned from these districts.

Mark Tallman, a researcher and writer for the Kansas Association of School Boards, developed a system to compare school district performance on state outcomes with how that district would be expected to perform based on its percentage of low-income students plus students with disabilities and enrollment size. He then identified districts performing significantly better than expected based on these characteristics.

Over the past two years, he visited 40 high achieving districts and schools and talked with about 300 administrators, teachers, school board members, students, parents, and community members to ask how they are getting either high results or making significant progress. He will share the process and what he learned from these districts.

Attendees will be able to:

• Highlight findings from The Opportunity Myth & The Opportunity Makers
• Connect High-Quality Instructional Materials to School Improvement
• Describe Curriculum-Based Professional Learning and How it Supports Quality Instruction

Research over the last decade has provided strong evidence that instructional materials can be one of the most cost-efficient and effective school improvement measures. States that have sought to increase access to high-quality instructional materials (HQIMs) have reported significant gains in student reading proficiency, mastery of mathematics standards, teachers’ perceived support, improved alignment to state standards, and student engagement. The bottom line is that the selection and implementation of HQIMs, supported by curriculum-based professional learning, is a transformative school improvement measure that has been underutilized.
In this session, we'll explore TNTP's national research that highlights the role of HQIMs in standards-aligned instruction, describe the role HQIMs play in supporting quality instruction, and introduce curriculum-based professional learning as a mechanism that supports school improvement.

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