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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Reform
Conditions and Prerequisites for ReformED471697 UD035402 First Things First: Creating the Conditions & Capacity for Community-Wide Reform in an Urban School District. Author: Gambone, Michelle Alberti; Klem, Adena M.; Moore, William P.; Summers, Jean Ann Institutional Author: Manpower Demonstration Research Corp., New York, NY.(BBB17200) Availability: Manpower Demonstration Research Corporation, 16 East 34th Street, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; Web site: http://www.mdrc.org. Sponsoring Agency: Ewing Marion Kauffman Foundation, Kansas City, MO. (BBB34196)@; Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)@; Rockefeller Foundation, New York, NY. (BBB00165) Publication Date: November 2002 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAUG2003 Abstract: This report describes an ongoing, large scale evaluation of First Things First (FTF), a district-wide comprehensive school reform initiative in Kansas City, Kansas. FTF is an example of a theory of change initiative, which entails specifying and sequencing each step required to achieve the desired outcomes in order to monitor early, intermediate, and long-term results. The report documents strategies and activities of FTF partners from the preparatory phase through the first year of implementation, which involved two groups of elementary and secondary schools. It also assesses the extent to which these activities were successful in achieving early outcomes: creating the conditions and building the capacity of the system's key stakeholders to plan and begin reform. Chapter 1 introduces the effort. Chapter 2 describes the reform model. Chapter 3 discusses creating the conditions and building the capacity for change (e.g., preparing district leadership for change and reallocating central office resources). Chapter 4 discusses planning for change at the building level (variations in district level activities with clusters and variations in contextual characteristics of schools). Chapter 5 looks at the effectiveness of district activities in achieving early outcomes of FTF (e.g., examining cluster level early outcomes, assessing awareness and knowledge of FTF, and assessing the sense of urgency and commitment to FTF). Three appendices contain research methodology. (Contains 30 references.) (SM) Descriptors: *Academic Achievement; Change Strategies; Disadvantaged Youth; *Educational Change; Elementary Secondary Education; Program Evaluation; Resource Allocation; School Districts; Urban Schools Descriptive Terms: Produced with assistance from Gambone and Associates. For a related document, see UD 035 305. Geographic Source: U.S.; Pennsylvania ED471239 EA032077 The Need for District Support for School Reform: What the Researchers Say. Research Brief. Author: Appelbaum, Deborah Institutional Author: National Clearinghouse for Comprehensive School Reform, Washington, DC.(BBB36869) Availability: National Clearinghouse for Comprehensive School Reform, 2121 K Street N.W., Suite 250, Washington, DC 20037. Tel: 877-766-4277 (Toll Free); Fax: 877-308-4995 (Toll Free); e-mail: AskNCCSR@goodschools.gwu.edu; Web site: http://www.goodschools.gwu.edu. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: February 2002 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEAUG2003 Abstract: This article focuses on the school district's role in implementing Comprehensive School Reform (CSR). Research shows that effective district support for CSR varies from district to district. This is due, in part, to the fact that many prior models bypassed the district, operating under the belief that reform would be more effective if it targeted individual schools. Reformers now know that district support is an important component of CSR. Such support becomes essential when CSR models try to assume some of the traditional roles of districts, such as professional development and curriculum support. A district's role in reform can take many different forms, ranging from an ideological commitment to policy components. Most important, districts can institutionalize change and empower schools to make decisions. Such decision-making can be particularly important since mandated reforms often disappear when new leadership in a school takes over. However, when reforms are generated by the schools, then staff members are more willing to make the program succeed. Such cooperation is also important when addressing the continual training of district professionals. Meshing a CSR model's professional-development plan with an extant district plan can be challenging, and a district's cooperation is essential to ensure that gaps in the development plans do not emerge. (RJM) Descriptive Terms: This brief is the product of conversations over a two day period with the Network of Researchers, the principal investigators of CSR studies (Washington, DC, October 25-26, 2001). Contract Number: ED-99-CO-0137 Geographic Source: U.S.; District of Columbia ED467446: No data available. EJ646381 SP530099 Same View of the Landscape. Author: Hansel, Lisa; Huie, David; Martinez, Monica Availability: Northwest Regional Education Laboratory, 101 SW Main St., 500, Portland, OR 97204. Tel: 503-275-9500. Journal Citation: Journal of Staff Development, v23 n2 p36-39 Spr 2002 Publication Date: 2002 ISSN: 0276-928X Language: English Document Type: Guides--Non-classroom (055); Journal articles (080) Journal Announcement: CIJSEP2002 Abstract: Comprehensive school reform (CSR) requires quality professional development to succeed. This paper looks at how schools can make time for professional development while keeping the CSR initiative on track, explaining how to overcome challenges to implementing CSR and noting the need for district support. Steps that districts can take to build support are presented. (SM) Descriptors: *Educational Change; Elementary Secondary Education; *Faculty Development; Teacher Improvement Identifiers: Reform Efforts EJ614014 UD522503 What Does It Take To "Go To Scale"? Reflections on the Promise and the Perils of Comprehensive School Reform. Author: Hatch, Thomas Availability: Journal Citation: Journal of Education for Students Placed at Risk (JESPAR), v5 n4 p339-54 2000 Publication Date: 2000 ISSN: 1082-4669 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJMAR2001 Abstract: Examines experiences and evaluations of the New American Schools design teams and other whole-school reform efforts, focusing on challenges in the scale-up effort and suggesting that there are some designs that are effective in making improvements in some aspects of schooling in some places at some times. Discusses how to fulfill the promises of current school improvement efforts. (SM) Descriptors: *Educational Change; Educational Improvement; Elementary Secondary Education; Program Design Identifiers: Comprehensive School Reform Demonstration Program; New American Schools; *Reform Efforts ED446356 EA030642 Implementing School Reform Models: Why Is It So Hard for Some Schools and Easy for Others? Author: Finnan, Christine Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2000 Language: English Pages: 33 Document Type: Information Analysis (070); Speeches/meeting papers (150) Journal Announcement: RIEAPR2001 Abstract: The thesis of this paper is that when a reform is initiated in the public schools, it is vitally important to understand the interplay between the culture of the specific reform model used and the school and classroom cultures. The paper reviews the literature covering many facets of school and classroom culture--including literature on school reform-and includes the author's experience of implementing one prominent school-reform initiative: the Accelerated Schools Project. The paper concludes that where a match between the cultures exists, or is desired by the majority, the reform is more likely to be successfully implemented. On the other hand, where the culture of the initiative and that of the school or that of many classrooms differ greatly, it is unlikely to succeed. This perspective points to the importance of developing tools to help school communities understand cultural compatibility, and it explains why one model may be appropriate for some schools while another model meets the needs of other schools. (Contains 58 references.) (DFR) Descriptors: *Academic Achievement; *Classroom Environment; Cultural Differences; *Educational Change; Elementary Secondary Education; Ethnic Groups; *Financial Support; Racial Differences; Research Projects; *Research Tools; School Culture; Student Improvement Identifiers: Accelerated Schools; American Educational Research Association; Comprehensive School Reform Demonstration Program Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, Louisiana, April 24-28, 2000). Geographic Source: U.S.; South Carolina ED444244 EA030562 Correlates of Successful Implementation and School Change: An Annotated Bibliography. Author: Castaneda-English, Patricia; Hord, Shirley M.; Saenz, Victor; Buttram, Joan L. Institutional Author: Southwest Educational Development Lab., Austin, TX.(BBB00950) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: June 2000 Language: English Pages: 25 Document Type: Reference materials--Bibliographies (131) Journal Announcement: RIEFEB2001 Abstract: To gain information on how schools in the Southwestern region are implementing a new program, the staff of the Comprehensive School Reform Demonstration (CSRD) project undertook the development of a survey instrument. Based on the research on school change, the survey provides information to schools, districts, and state departments about the implementation of the CSRD program. To create an instrument grounded in the research on school change, CSRD staff consulted the literature, specifically on the implementation phase. A wide array of factors were identified for inclusion in the survey instruments. It was found that the references in this paper deepened understanding about what needs to occur in schools for such programs to be successfully implemented. These annotations are being published to facilitate the work of other researchers, state CSRD coordinators, school district staff, principals, and teachers who want to increase their understanding of the mechanics of change and implementation of new programs. Although the bibliography is not exhaustive, it focuses on and includes those references that identified successful implementation correlates. (DFR) Descriptors: Cooperation; *Educational Change; *Educational Improvement; Elementary Secondary Education; *Innovation; Leadership; *Learning Experience; Public Schools; *School Restructuring Identifiers: *Comprehensive School Reform Demonstration Program; Elementary Secondary Education Act Title I; *New American Schools Geographic Source: U.S.; Texas ED441816 TM030850 Multiple Voices and Mixed Methodologies To Support Comprehensive School Reform. Author: Kopacsi, Rosemarie; Walker, Elaine M. Availability: EDRS Price MF01/PC02 Plus Postage. Publication Date: April 2000 Language: English Pages: 34 Document Type: Reports--Descriptive (141); Speeches/meeting papers (150) Journal Announcement: RIENOV2000 Abstract: This paper illustrates several collaborative program evaluation models and designs used in Newark, New Jersey, public schools since a state takeover in 1995. As part of its comprehensive design for school reform, the school district developed collaborations with community partners to provide direct services to schools. Each evaluation combined varied data and mixed methods across the research process. Using qualitative and quantitative methods allows for multiple lenses and contributes to meaningful tracking of program implementation, exploration of program models, and validations of important program outcomes. The research process in all studies involved multistage designs with formative and summative components, varied partnership participation and perspectives, and flexibility in planning. The programs evaluated are: (1) Principals' Leadership Institute, a professional development program for teachers; (2) Project Grad-Newark, a program focusing on academic success through whole school improvement; (3) New Beginnings Kindergarten Program, an effort to restructure kindergartens; (4) School Based Health Care Clinics; and (5) 21st Century Community Learning Centers, extended-day academic and enrichment programs. These evaluations show how exploratory and confirmatory investigations using multiple techniques can strengthen design, analysis, and inference, as well as improve conceptual clarity, flexibility, comprehensiveness, scientific rigor, and efficiency. One appendix contains diagrams of collaboration models, and the other contains examples of program evaluation products. (Contains 15 references.) (SLD) Descriptors: Academic Achievement; *Cooperation; *Educational Change; Elementary Secondary Education; *Evaluation Methods; Professional Development; *Program Evaluation; Public Schools; *Qualitative Research; *School Restructuring Identifiers: *Mixed Method Evaluation; *Newark School System NJ Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 24-28, 2000). Geographic Source: U.S.; New Jersey |