Measuring School Capacity, Maximizing School Improvement

Evaluating Teachers in the Big Easy: How Organizational Context Shapes Policy Responses in New Orleans

“…Organizational capacity— the ability of an organization to fulfill its mission and goals—is another important factor to consider. Organizational capacity is informed in part by the skills, knowledge, and experience of individuals (human capital) as well as social capital (networked relationships among staff), program coherence (integration of instruction, resources, and staff), and resources (Beaver & Weinbaum, 2012; King & Bouchard, 2011; Newmann, King, & Youngs, 2000). Furthermore, years of empirical research indicate that education policy implementation depends upon the capacity and will of educators (McLaughlin, 1987).…”

“… 7. Extensive research indicates that individual capacity (skills, knowledge, dispositions, sense of self, etc.) may influence responses to and implementation of policy (Bandura, 1977; Beaver & Weinbaum, 2012; Massell, 1998; O’Day, Goertz, & Floden, 1995; Spillane & Thompson, 1997; Stoll, 1999, 2009). We include individual capacity in our theoretical framework as an important dimension of the theory presented; we do not, however, measure these elements of individual capacity due to resource constraints. …”

Building Organizational and Individual Capacities in State and Local Education Agencies: The First Five Years of the Center to Improve Social and Emotional Learning and School Safety

“…In addition to these individual capacities, many researchers acknowledge the inherently social nature of capacity building (Coleman, 1988;Stoll, 1999;Stoll, 2009), as well as key elements of the organizational environment (Beaver and Weinbaum, 2012;Darling-Hammond, 1993;Spillane and Thompson, 1997;Stoll and Temperley, 2009). The broader literature on organizational capacity, both in education agencies and in similar organizations, has identified several aspects of capacity, including organizational human capital (e.g., Rogers, 2014;Sobeck and Agius, 2007;Jochim and Murphy, 2013;Tanenbaum et al, 2015;Childs and Russell, 2017), 1 leadership (e.g., Connolly et al, 2003;Claussen, 2011;Moullin et al, 2019;Cox et al, 2018;Mitchell and Sackney, 2016), goals and vision (Jochim and Murphy, 2013;Howley and Sturges, 2018;Fernandez and Rainey, 2006), organizational alignment (Childs and Russell, 2017;Moullin et al, 2019;Kinghorn and Levinger, 2021;Cox et al, 2018), organizational culture (Sobeck and Agius, 2007;Jochim and Murphy, 2013;Cosner, 2009;Fernandez and Rainey, 2006), and access to external partnerships (Jochim and Murphy, 2013;Childs and Russell, 2017;Murphy and Ouijdani, 2011;Fernandez and Rainey, 2006;Tanenbaum et al, 2015).…”

Healthcare and education networks interaction as an indicator of social services stability following natural disasters

“…Different frameworks have been introduced to simulate healthcare and education systems' functionality, independently, after natural disasters. However, most previous studies were limited to a single facility 36,37 , neglected the interdependency between the investigated facilities and other community lifelines 38,39 , stopped short of including the system dynamics in terms of capacity and demand 40,41 , or only considered the quantity part of the offered services 31,41 . To overcome some of these limitations, however, recent studies focused on developing new physical-based frameworks, based on components' realistic behavior, to model healthcare 34 and education systems 35 .…”