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Whole-School Reform ModelsSelected Research & Readings (Additional Resources)
 
  WHOLE-SCHOOL REFORM MODELS
 
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Comprehensive School Reform: Five Lessons from the Field PDF - This report summarizes lessons learned from ECS’ five-year partnership with New American Schools to help state policymakers and educators implement comprehensive school reform. (Education Commission of the States, January 2000)...

The Progress of Education Reform 1999-2001: Comprehensive School Reform MS Word PDF - Points out the effect this reform effort has had on schools, districts and student achievement, and the importance of state and district support. (Lesley Dahlkemper, The Progress of Education Reform, Education Commission of the States, vol. 1, no. 3, September-October 1999)...

Allocating Federal Funds MS Word - In November 1997, the U.S. Congress allocated $150 million new federal dollars that states can use to support school improvement efforts. The bipartisan legislation reflects a growing belief that comprehensive school reform programs are an effective way to raise academic achievement for all students. What distinguishes this new allocation, known as the Comprehensive School Reform Demonstration project, is its clear message that a collection of such add-on programs does not necessarily add up to a coherent schoolwide vision that drives effective reform. (Education Commission of the States and New American Schools, March 1998)...

Criteria and Questions MS Word - Assists states as they develop their process for allocating funds to schools. (Education Commission of the States, 1998)...

Identifying Effective Models MS Word - Offers guidance for state, district and school leaders in understanding this approach to school reform and identifying effective comprehensive school reform programs, as well as the organizations that develop and help implement them. (Education Commission of the States, 1998)...

School Improvement by Design: Lessons From A Study of Comprehensive School Reform Programs - This report takes a closer look at design-based school improvement by reporting on results of a multi-year study. (Brian Rowan, Richard Corrrenti, Robert Miller, Eric Camburn, Consortium for Policy Research in Education, August 2009)...

The Challenge of Scaling Up Education Reform: Findings and Lessons from First Things First (FTF) - FTF is a comprehensive school reform that includes three central components: (1) small learning communities of up to 350 students and their key teachers who remain together for several years; (2) a family advocate system in which each student is paired with a staff member who meets regularly with the student, monitors his or her progress and works with the student's parents to promote success; and (3) instructional improvement efforts aimed at making lessons more engaging and rigorous, as well as better aligned with state and local standards. This report describes the implementation and effects of the program model in five districts that serve high proportions of minority and economically disadvantaged students. (Janet Quint, Howard S. Bloom, Alison Rebeck Black, LaFleur Stephens and Theresa M. Akey, MDRC, July 2005)...

Urban School Reform: Achievement and School Climate Outcomes for the Knowledge is Power Program (KIPP) - This study examines first-year outcomes from the implementation of the KIPP at the KIPP-DIAMOND Academy (KIPP:DA) in inner-city Memphis, Tennessee. Forty-nine KIPP:DA students were matched to a demographically similar counterpart who attended the same grade in one of the five schools serving the same geographic area as KIPP:DA. The study finds statistically significant and educationally meaningful advantages for KIPP:DA students on four out of six standardized tests. Also discussed are program design and student, teacher and parent perceptions. (Steven M. Ross, Aaron J. McDonald, Marty Alberg, Brenda McSparrin-Gallagher and Florence Calloway, Center for Research in Educational Policy, The University of Memphis, February 2005)...

Works in Progress: A Report on Middle and High School Improvement Programs - This study identifies key issues at the secondary level, summarizes the main challenges within the issue, and concisely presents research-based programs addressing the issue. Middle level issues include: (1) Transition from elementary to middle school; (2) Literacy and reading; (3) English language learners; (4) Violence and bullying; (5) Alcohol, tobacco and other drugs; (6) Parental involvement; and (7) Transition to high school. High school issues are: (1) Literacy and reading; (2) English language learners; (3) Dropouts; (4) Violence; (5) Alcohol, tobacco and other drugs; and (6) Transition from high school to a postsecondary setting. (The Comprehensive School Reform Quality Center, January 2005)...

Longitudinal Assessment of Comprehensive School Reform Program Implementation and Outcomes - This report compares 400 schools receiving comprehensive school reform (CSR) funding to 400 schools with similar demographic and achievement characteristics not receiving CSR funding. Findings include: CSR schools are more likely than non-CSR schools to (1) adopt externally developed strategies that have been replicated, (2) provide more continuous professional development, (3) include measurable goals for student performance associated with the reform models, (4) reflect support from staff by including a formal vote by teachers for the reform model, (5) provide support for staff by receiving on-site consulting relevant to the reform and (6) evaluate the reform. (Naida C. Tushnet, John Flaherty Jr. and Andrew Smith, U.S. Department of Education, December 2004)...

Scaling Up First Things First: Findings from the First Implementation Year - This report evaluates the implementation of the First Things First comprehensive school reform program. Originally implemented in Kansas City, Kansas in 1998, the program strives to change the structure, instruction and accountability and governance of traditional high schools in order to improve academic achievement at traditionally low-performing schools. This report analyzes the implementation of the program at a small group of middle and high schools in Texas, Mississippi and Missouri, beginning in 1999. The results of this study were inconclusive. Full implementation of the program was not universal, and the attitudes of teachers and students changed in key areas from the initial “planning year” to the second “implementation year.” The report points to an upcoming study on additional schools and to a final study as providing more definitive analysis as to the effectiveness of the program. An executive summary also is available. (Janet C. Quint, D. Crystal Byndloss with Bernice Melamud, MDRC, December 2003)...

Comprehensive School Reform and Student Achievement: A Meta-Analysis - This report from the Center for Research on the Education of Students Placed At Risk (CRESPAR) reviews the research on "whole-school" or "comprehensive" reforms. The report examines the specific effects of 29 of the most widely implemented comprehensive school reform models. Schools with comprehensive reforms show that students outperformed approximately 55% of their counterparts in nonparticipating schools, earning higher scores on achievement tests, and the effects were most profound in schools that followed the models for five years or more. (Geoffrey D. Borman, Gina M. Hewes and Shelly Brown, CRESPAR, November 2002)...

Evaluating the Accelerated Schools Approach: A Look at Early Implementation and Impacts on Student Achievement in Eight Elementary Schools - “Accelerated schools” is a schoolwide reform model that seeks to speed up the learning of children at risk of school failure. An independent evaluation of the program reform in eight elementary schools around the country found that when the program is executed over several years, 3rd-grade test scores begin to rise and, by the fifth year, exceed predicted levels in reading and math. (Manpower Demonstration Research Corporation, 2001)...

Implementation and Performance in New American Schools: Three Years into Scale-Up - The private, nonprofit organization New American Schools (NAS) launched its efforts for whole-school reform in 1991. This new study by RAND Education provides an overview of the progress by NAS in a longitudinal sample of schools three years into this "scale-up" phase. The report indicates that roughly half of the schools implementing comprehensive reform models showed greater gains in math and reading achievement than other schools in their districts. But results vary widely from district to district and from model to model. (RAND Education, 2001)...


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