The national education reform agenda has rapidly expanded to include attention to continuous improvement research in education. The purpose of this analysis is to propose a new approach to “developmental evaluation” aimed at building a foundation for continuous improvement in large-scale school improvement networks, on the argument that doing so is essential to producing the intellectual capital needed to replicate effective practices and desired outcomes throughout these networks. We begin by developing a rationale for developmental evaluation, both to illuminate the need and to discuss its coordination with other forms of evaluation. We continue by proposing a logic of developmental evaluation to support analyzing networks as learning systems. We then use that logic to structure a framework for developmental evaluation to support evaluators, network executives, and other stakeholders in analyzing and strengthening the foundation for continuous improvement in a given network. Our analysis suggests that building a foundation for continuous improvement among a large number of networks is an educational reform agenda unto itself, one that must be supported and sustained if these networks are to succeed at the level expected under current accountability regimes.

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Background/Context Chronic absenteeism has received increased attention from educational leaders and policy makers, in part because of the association between attendance and important student outcomes. Student attendance is influenced by a range of student-, school-, and community-level characteristics, suggesting that a comprehensive and multilayered approach to addressing chronic absenteeism is warranted, particularly in high-poverty urban districts. Given the complexity of factors associated with chronic absenteeism, we draw from ecological systems theory to study absenteeism in Detroit, which has the highest rate of chronic absence of major cities in the country. Purpose/Research Questions We use administrative and public data to advance the ecological approach to chronic absenteeism. In particular, we ask: (1) How are student, neighborhood, and school characteristics associated with individual absenteeism? (2) How are structural and environmental conditions associated with citywide rates of absenteeism? Our study helps to fill a gap in the research on absenteeism by moving beyond a siloed focus on student, family, or school factors, instead placing them in relationship to one another and in their broader socioeconomic context. It also illustrates how researchers, policy makers, and administrators can take a theoretically informed approach to chronic absenteeism and use administrative data to conceptualize the problem and the potential routes to improving it. Research Design Using student-level administrative data on all students living and going to school in Detroit in the 2015–2016 school year, we estimate a series of multilevel logistic regressions that measure the association between student-, neighborhood-, and school-level factors and the likelihood of a Detroit student being chronically absent. We also use publicly available data to examine how macrosystemic conditions (e.g., health, crime, poverty, racial segregation, weather) are correlated with citywide rates of absenteeism in the 2015–2016 school year, and we compare Detroit with other large cities based on those conditions. Findings/Results Student-, neighborhood-, and school-level factors were significant predictors of chronic absenteeism in Detroit. Students were more likely to be chronically absent if they were economically disadvantaged, received special education services, moved schools or residences during the year, lived in neighborhoods with more crime and residential blight, and went to schools with more economically disadvantaged students and less stable student populations. Macro-level factors were also significantly correlated with citywide rates of absenteeism, highlighting Detroit's uniquely challenging context for attendance. Conclusions/Recommendations Our ecological understanding of absenteeism suggests that school-based efforts are necessary but not sufficient to substantially decrease rates of chronic absenteeism in Detroit and other high-absenteeism contexts. Policies that provide short-term relief from economic hardship and aim to reduce inequalities in the long-run must be understood as part of, rather than separate from, a policy agenda for reducing chronic absenteeism.

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The purpose of this study is to advance our thinking about race and racism in geospatial analyses of school choice policy. To do so, we present a critical race spatial analysis of Detroit students’ suburban school choices. To frame our study, we describe the racial and spatial dynamics of school choice, drawing in particular on the concepts of opportunity hoarding and predatory landscapes. We find that Detroit students’ suburban school choices were circumscribed by racial geography and concentrated in just a handful of schools and districts. We also find notable differences between students in different racial groups. For all Detroit exiters, their schools were significantly more segregated and lower quality than those of their suburban peers. We propose future directions for research on families’ school choices as well as school and district behavior at the intersection of race, geography, and school choice policy.

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