Coby V Meyers
Dados Biográficos
| ID | 1605971 |
|---|---|
| NOME | Coby V Meyers |
| PRENOMES | Coby V |
| SOBRENOME | Meyers |
| ASSINATURA | MEYERS C V |
| AFILIAÇÕES | University of Virginia |
| ORCID | 0000-0002-0394-2613 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 19 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2012 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
The unraveling of a systems change initiative to improve instruction
Across international contexts, many decisions that influence the interactions between teachers and students are made at levels across educational systems. Change initiatives regularly begin at the top of the system and trickle down, resulting in a role across levels not only for educators to engage in sensemaking but to also act as sensegivers. From a three-year case study of one urban district in the midwestern United States, we analyzed a robus…
Building an Improvement Mindset
In Chile, School Improvement Plans (SIPs) are mandated by policy. However, research has shown that these plans are often perceived as bureaucratic requirements rather than as meaningful tools for fostering organizational learning. This study explores a complementary approach; short-cycle improvement planning, implemented by 20 schools participating in a two-year, improvement-oriented program (2023–2024). Through qualitative analysis, we examine h…
A Systematic Literature Review on the Development and Implementation of School Improvement Plans (SIPs) Around the World
Many countries around the world require some or all schools to develop and implement a school improvement plan (SIP), which is a tool intended to guide the identification of school-specific needs for improvement along with a series of priorities, goals, and actions to help address those needs. Yet, the literature on this topic remains rather sparse. In this article, we conducted a systematic review of the international literature on SIPs publishe…
Equipping Preservice Teachers for Data Use
Because data-informed decision-making (DIDM) can help teachers meet diverse learners' needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs' data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, w…
School Leader Preparation in the U.S. State of Virginia
National school leadership standards are now de facto curriculum for preparation programs. Data use is embedded throughout standards to guide school improvement and classroom instruction. Yet, across a number of areas, pre-service principals do not appear ready to lead once in the field. Principals are responsible for using various data to guide internal policies, school cultures, and capacity building, largely supporting teachers by establishing…
An exploration of how district leaders organize to support principal supervisors for underperforming schools in mid-sized districts
The role of principal supervisor has been shifting from a focus on management to one that emphasizes support for principals. External partners can sometimes help with redesigning the role and other aspects of district organization. However, most research focuses on large urban districts with role conceptions and organizational structures that are not easily applied to midsized districts. In this study, we leverage contingency theory as a way to c…
Principals’ perspectives on the shift to short-cycle school improvement planning
Principals are responsible for planning school improvement efforts at the school level to leverage increases in student achievement. Recent research underscores how principals engage in satisficing behaviors that result in low-quality school improvement plans (SIPs). To disrupt compliance-based planning practices and produce high-quality SIPs, some districts have shifted from yearlong planning to short-cycle planning. Districts need to establish …
Learning Together to Lead Together
Purpose: This study examines a university-based professional learning program, the University School Systems Program (USSP), designed to strengthen district- and school-level leadership for improvement. The program has a record of success in improving student outcomes in participating schools, yet little is known about how the program design may contribute to these outcomes. This study examines USSP’s theory of change against leaders’ experiences…
An Urban District’s Struggle to Preserve School Turnaround Change
Leading school turnaround has been conceptualized as a school-level issue focused on immediate change. There has been little consideration about how district leaders change systems to sustain school turnaround successes. This case study research conducted through the lens of Change Theory explores the leadership struggles of one mid-sized urban district’s effort to build on its successful launch of a school turnaround initiative for a subset of u…
Promises and pitfalls
Purpose School improvement planning has been a central part of school improvement initiatives for decades. Evidence suggests, however, that traditional planning processes are regularly superficial. In the USA, some principals have begun developing short-cycle planning designed to encourage school leadership teams and staff to develop, monitor and adjust plans throughout the academic year. Design/methodology/approach In this study of eight schools…
State Essa Plans and Comprehensive Support and Improvement (CSI) Status
The Every Student Succeeds Act (ESSA) offers states increased flexibility in how they identify, rank, label, and support underperforming schools. Initial reviews of state ESSA plans, however, suggest that identification and labeling policies have remained relatively unchanged. In this study, we analyze all state ESSA plans to systematically determine how states’ identified Comprehensive Support and Improvement (CSI) schools and the criteria they …
School turnaround lessons for policy and practice
While there currently exists a vast body of research around school turnaround policies, few studies speak to why they have or have not worked. This paper undertakes a systematic review of research literature on school turnaround policies to explore why this lack of understanding prevails in the field. We find key disconnects between “policy” and “practice” research on the topic of school turnaround. We contend that this divide negates the potenti…
Helping Every Student Succeed? State Education Agency Roles and Responsibilities for Improving Underperforming Schools and Districts
Purpose: This study investigated how state education agencies (SEAs) articulated their roles and responsibilities with respect to improving underperforming schools and districts after the passage of the Every Student Succeeds Act (ESSA) of 2015. Research Approach: Using a conceptual framework rooted in incrementalism—a theory suggesting that policy makers often make decisions reflecting the status quo—we conducted a rigorous conventional content …
Where's the data to support educators' data use for instructional practice
Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward, intuitive, and coherent data use process in which educators have access to data; the data are appropriate f…
Incorporating time demands into studies of principal time use
For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals resulted in different outcomes, researchers have continued to study principal time use. In 1989, Wimpelberg, Teddlie, and Stringfield indicated a need for more sophisticated research of principal time use. Since then, the role of the principal has evolved…
Short-Cycle School Improvement Planning as a Lever to Launch School Turnaround
Background School improvement planning is a common school leadership practice built on assumptions that schools increase organizational performance if rational yearly plans are developed and then enacted with fidelity. A quality school improvement plan (SIP) should position subsequent critical leadership and instructional moves in a more holistic change initiative. Although multiple studies suggest that positive relationships exist between SIP qu…
Buyer beware
Governments have injected billions of dollars into the massive school improvement industry, but little is known about the providers that offer services and whether their services actually improve schools. Bryan VanGronigen and Coby Meyers highlight their research the topic, which has found that few states monitor and evaluate provider performance and many state-approved or recommended providers offer services not based in or informed by research.…
How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England
Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and between countries, this qualitative study takes a cross-case comparison approach to analyse educatio…
So Many Educational Service Providers, So Little Evidence
More than 15 years after the passage of No Child Left Behind, billions of dollars have been spent on school-turnaround policies and initiatives. Yet, this growing “school improvement industry” has received surprisingly little consideration. This study is an initial effort to begin to better understand this industry’s supply side. We use qualitative research techniques to analyze the websites of 151 school-turnaround providers that have been endor…
Measuring Instructional Differentiation in a Large-Scale Experiment
This study operationalizes four measures of instructional differentiation: one for Grade 2 English language arts (ELA), one for Grade 2 mathematics, one for Grade 5 ELA, and one for Grade 5 mathematics. Our study evaluates their measurement properties of each measure in a large field experiment: the Indiana Diagnostic Assessment Tools Study, which included two consecutive cluster randomized trials (CRTs) of the effects of interim assessments on s…
The Centralizing Role of Terminology
American educational policies over the last 40 years have represented an uninterrupted movement toward centralization. This article analyzes three terms that have become critical to the centralization of American education. More specifically, this article reviews the development, language, and source of the thematic terms and associated language of achievement gap, NCLB, and school turnaround. The author contends that the level of each term's ent…
How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England
Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and between countries, this qualitative study takes a cross-case comparison approach to analyse educatio…
The Centralizing Role of Terminology
American educational policies over the last 40 years have represented an uninterrupted movement toward centralization. This article analyzes three terms that have become critical to the centralization of American education. More specifically, this article reviews the development, language, and source of the thematic terms and associated language of achievement gap, NCLB, and school turnaround. The author contends that the level of each term's ent…
Learning Together to Lead Together
Purpose: This study examines a university-based professional learning program, the University School Systems Program (USSP), designed to strengthen district- and school-level leadership for improvement. The program has a record of success in improving student outcomes in participating schools, yet little is known about how the program design may contribute to these outcomes. This study examines USSP’s theory of change against leaders’ experiences…
So Many Educational Service Providers, So Little Evidence
More than 15 years after the passage of No Child Left Behind, billions of dollars have been spent on school-turnaround policies and initiatives. Yet, this growing “school improvement industry” has received surprisingly little consideration. This study is an initial effort to begin to better understand this industry’s supply side. We use qualitative research techniques to analyze the websites of 151 school-turnaround providers that have been endor…
An Urban District’s Struggle to Preserve School Turnaround Change
Leading school turnaround has been conceptualized as a school-level issue focused on immediate change. There has been little consideration about how district leaders change systems to sustain school turnaround successes. This case study research conducted through the lens of Change Theory explores the leadership struggles of one mid-sized urban district’s effort to build on its successful launch of a school turnaround initiative for a subset of u…
Helping Every Student Succeed? State Education Agency Roles and Responsibilities for Improving Underperforming Schools and Districts
Purpose: This study investigated how state education agencies (SEAs) articulated their roles and responsibilities with respect to improving underperforming schools and districts after the passage of the Every Student Succeeds Act (ESSA) of 2015. Research Approach: Using a conceptual framework rooted in incrementalism—a theory suggesting that policy makers often make decisions reflecting the status quo—we conducted a rigorous conventional content …
Where's the data to support educators' data use for instructional practice
Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward, intuitive, and coherent data use process in which educators have access to data; the data are appropriate f…
The Centralizing Role of Terminology
American educational policies over the last 40 years have represented an uninterrupted movement toward centralization. This article analyzes three terms that have become critical to the centralization of American education. More specifically, this article reviews the development, language, and source of the thematic terms and associated language of achievement gap, NCLB, and school turnaround. The author contends that the level of each term's ent…
Measuring Instructional Differentiation in a Large-Scale Experiment
This study operationalizes four measures of instructional differentiation: one for Grade 2 English language arts (ELA), one for Grade 2 mathematics, one for Grade 5 ELA, and one for Grade 5 mathematics. Our study evaluates their measurement properties of each measure in a large field experiment: the Indiana Diagnostic Assessment Tools Study, which included two consecutive cluster randomized trials (CRTs) of the effects of interim assessments on s…
So Many Educational Service Providers, So Little Evidence
More than 15 years after the passage of No Child Left Behind, billions of dollars have been spent on school-turnaround policies and initiatives. Yet, this growing “school improvement industry” has received surprisingly little consideration. This study is an initial effort to begin to better understand this industry’s supply side. We use qualitative research techniques to analyze the websites of 151 school-turnaround providers that have been endor…
Short-Cycle School Improvement Planning as a Lever to Launch School Turnaround
Background School improvement planning is a common school leadership practice built on assumptions that schools increase organizational performance if rational yearly plans are developed and then enacted with fidelity. A quality school improvement plan (SIP) should position subsequent critical leadership and instructional moves in a more holistic change initiative. Although multiple studies suggest that positive relationships exist between SIP qu…
Buyer beware
Governments have injected billions of dollars into the massive school improvement industry, but little is known about the providers that offer services and whether their services actually improve schools. Bryan VanGronigen and Coby Meyers highlight their research the topic, which has found that few states monitor and evaluate provider performance and many state-approved or recommended providers offer services not based in or informed by research.…
How are the ‘losers’ of the school accountability system constructed in Chile, the USA and England
Performance-based accountability systems that rank schools based on their effectiveness produce ‘winners’ and ‘losers’. Substantial evidence has pointed to the (side)effects of these classifications, particularly in the most disadvantaged communities. Whilst previous studies have compared schools under different effectiveness categories within and between countries, this qualitative study takes a cross-case comparison approach to analyse educatio…
Incorporating time demands into studies of principal time use
For more than a century, numerous studies examined and reported how principals allocated their time. Assuming that differences in selection, participation and satisfaction of tasks by principals resulted in different outcomes, researchers have continued to study principal time use. In 1989, Wimpelberg, Teddlie, and Stringfield indicated a need for more sophisticated research of principal time use. Since then, the role of the principal has evolved…
School turnaround lessons for policy and practice
While there currently exists a vast body of research around school turnaround policies, few studies speak to why they have or have not worked. This paper undertakes a systematic review of research literature on school turnaround policies to explore why this lack of understanding prevails in the field. We find key disconnects between “policy” and “practice” research on the topic of school turnaround. We contend that this divide negates the potenti…
Helping Every Student Succeed? State Education Agency Roles and Responsibilities for Improving Underperforming Schools and Districts
Purpose: This study investigated how state education agencies (SEAs) articulated their roles and responsibilities with respect to improving underperforming schools and districts after the passage of the Every Student Succeeds Act (ESSA) of 2015. Research Approach: Using a conceptual framework rooted in incrementalism—a theory suggesting that policy makers often make decisions reflecting the status quo—we conducted a rigorous conventional content …
Where's the data to support educators' data use for instructional practice
Data use has gained policy traction at the federal, state, and local levels in the United States and internationally, and is now embedded in teacher, principal, and district leader standards in the U.S. However, many decisions implemented in policy and practice are being made on insufficient evidence and assume a relatively straightforward, intuitive, and coherent data use process in which educators have access to data; the data are appropriate f…
Promises and pitfalls
Purpose School improvement planning has been a central part of school improvement initiatives for decades. Evidence suggests, however, that traditional planning processes are regularly superficial. In the USA, some principals have begun developing short-cycle planning designed to encourage school leadership teams and staff to develop, monitor and adjust plans throughout the academic year. Design/methodology/approach In this study of eight schools…
State Essa Plans and Comprehensive Support and Improvement (CSI) Status
The Every Student Succeeds Act (ESSA) offers states increased flexibility in how they identify, rank, label, and support underperforming schools. Initial reviews of state ESSA plans, however, suggest that identification and labeling policies have remained relatively unchanged. In this study, we analyze all state ESSA plans to systematically determine how states’ identified Comprehensive Support and Improvement (CSI) schools and the criteria they …
School Leader Preparation in the U.S. State of Virginia
National school leadership standards are now de facto curriculum for preparation programs. Data use is embedded throughout standards to guide school improvement and classroom instruction. Yet, across a number of areas, pre-service principals do not appear ready to lead once in the field. Principals are responsible for using various data to guide internal policies, school cultures, and capacity building, largely supporting teachers by establishing…
An exploration of how district leaders organize to support principal supervisors for underperforming schools in mid-sized districts
The role of principal supervisor has been shifting from a focus on management to one that emphasizes support for principals. External partners can sometimes help with redesigning the role and other aspects of district organization. However, most research focuses on large urban districts with role conceptions and organizational structures that are not easily applied to midsized districts. In this study, we leverage contingency theory as a way to c…
Principals’ perspectives on the shift to short-cycle school improvement planning
Principals are responsible for planning school improvement efforts at the school level to leverage increases in student achievement. Recent research underscores how principals engage in satisficing behaviors that result in low-quality school improvement plans (SIPs). To disrupt compliance-based planning practices and produce high-quality SIPs, some districts have shifted from yearlong planning to short-cycle planning. Districts need to establish …
Learning Together to Lead Together
Purpose: This study examines a university-based professional learning program, the University School Systems Program (USSP), designed to strengthen district- and school-level leadership for improvement. The program has a record of success in improving student outcomes in participating schools, yet little is known about how the program design may contribute to these outcomes. This study examines USSP’s theory of change against leaders’ experiences…
An Urban District’s Struggle to Preserve School Turnaround Change
Leading school turnaround has been conceptualized as a school-level issue focused on immediate change. There has been little consideration about how district leaders change systems to sustain school turnaround successes. This case study research conducted through the lens of Change Theory explores the leadership struggles of one mid-sized urban district’s effort to build on its successful launch of a school turnaround initiative for a subset of u…
A Systematic Literature Review on the Development and Implementation of School Improvement Plans (SIPs) Around the World
Many countries around the world require some or all schools to develop and implement a school improvement plan (SIP), which is a tool intended to guide the identification of school-specific needs for improvement along with a series of priorities, goals, and actions to help address those needs. Yet, the literature on this topic remains rather sparse. In this article, we conducted a systematic review of the international literature on SIPs publishe…
Equipping Preservice Teachers for Data Use
Because data-informed decision-making (DIDM) can help teachers meet diverse learners' needs (van Geel et al., 2016), educator preparation programs (EPPs) must ensure that preservice teachers (PSTs) develop the data literacy skills needed for effective data use. However, little is known about the ways in which EPPs work towards building PSTs' data literacy, despite licensure and accreditation requirements compelling EPPs to do so. In this study, w…
The unraveling of a systems change initiative to improve instruction
Across international contexts, many decisions that influence the interactions between teachers and students are made at levels across educational systems. Change initiatives regularly begin at the top of the system and trickle down, resulting in a role across levels not only for educators to engage in sensemaking but to also act as sensegivers. From a three-year case study of one urban district in the midwestern United States, we analyzed a robus…
Building an Improvement Mindset
In Chile, School Improvement Plans (SIPs) are mandated by policy. However, research has shown that these plans are often perceived as bureaucratic requirements rather than as meaningful tools for fostering organizational learning. This study explores a complementary approach; short-cycle improvement planning, implemented by 20 schools participating in a two-year, improvement-oriented program (2023–2024). Through qualitative analysis, we examine h…
Educational Assessment and Improvement (17 obras) · Political science (12 obras) · Psychology (10 obras) · Teacher Education and Leadership Studies (10 obras) · Pedagogy (9 obras) · Public relations (9 obras) · Computer Science (7 obras) · Mathematics education (7 obras) · School Choice and Performance (7 obras) · Sociology (7 obras)