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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
MiscellanyEJ664366 EA540639 The Latest Chapter in Reform. Author: Imber, Michael Availability: Journal of Safety Research, Elsevier Science Ireland Ltd., Elsevier House, Brookvale Plaza, East Park, Shannon, Co. Clare, Ireland. Tel: 353-61-709600; Fax: 353-61-709100; E-mail: E.OConnor@Elsevier.ie; Web site: http://www.nsc.org/lrs/res/jsr.htm. Journal Citation: American School Board Journal, v190 n4 p62-63,70 Apr 2003 Publication Date: 2003 ISSN: 0003-0953 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJAUG2003 Abstract: As David Tyack and Larry Cuban demonstrate in "Tinkering Toward Utopia," the history of U.S. education reforms is that of mixed success and failure. Characteristics of reforms that take hold in schools include those that involve building new facilities, are easy to administer, and are legally mandated. Another major school reform initiative, the No Child Left Behind Act, follows the Goals 2002 effort in facing complex social and economic factors. (MLF) Descriptors: *Comprehensive School Reform; *Educational Change; Educational Finance; *Educational History; *Educational Improvement; Elementary Secondary Education; *Politics of Education; Program Costs; Program Effectiveness; Public Schools; *Social Problems ED472992 EA032327 School Reform. Trends and Issues. Author: Coffey, Elizabeth; Lashway, Larry Institutional Author: ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/trendsissues/reform/index.html. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2002 Language: English Document Type: ERIC product (071); Reports--Descriptive (141) Journal Announcement: RIESEP2003 Abstract: This article discusses some of the various school-reform strategies that have been implemented since the publication of A Nation at Risk. It opens with an examination of standards-based accountability and some of the concerns and objections surrounding this movement. It asks whether standards are achieving their purpose, looks at the role of state policymakers and school leaders, and encourages leaders to be the champion for standards by focusing on developing capacity, by helping teachers connect standards with the goals and commitments they already have, by using data to focus reform, and by enlisting district-level support. The article then turns to comprehensive school reform and encourages districts that are considering this reform to count the cost, come together, learn about available programs, and make a commitment. Shared decision-making (SDM) is the next strategy that is addressed. Critics complain that SDM adds complexity and ambiguity to the principal's role, diverts teachers' attention from classroom issues, and still leaves school boards accountable. Supporters claim that SDM improves the quality of decisions, strengthens staff morale, and increases school effectiveness. The last strategy examined is market strategies, which encompass school choice, parental decisions, and charter schools. No matter which strategy is chosen, stakeholders must communicate and provide staff development. (Contains 38 references.) (RJM) Descriptors: Academic Standards; *Change Strategies; Comprehensive Programs; Educational Administration; *Educational Change; *Educational Practices; Elementary Secondary Education; Models; Participative Decision Making Geographic Source: U.S.; Oregon ED461945 EA031540 The Evolution of the New American Schools: From Revolution to Mainstream. Author: Mirel, Jeffrey Institutional Author: Thomas B. Fordham Foundation, Washington, DC.(BBB35085) Availability: Thomas B. Fordham Foundation, 1627 K Street, NW, Suite 600, Washington, DC 20006. Tel: 888-823-7474 (Toll Free); Fax: 202-223-9226; e-mail: fordham@dunsk.com. For full text: http://www.edexcellence.net/fordham/foreports.html. Publication Date: October 2001 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEAUG2002 Abstract: This document describes the history of the New American Schools (NAS) organization from establishment in 1991 as the New American Schools Development Corporation (NASDC) to its present form. The organization requested proposals, received hundreds of applications, and ultimately selected 11. The successful proposals shared many ideas and assumptions rooted in the progressive education movement of the early 20th century, including whole-school reform. Unfortunately, design teams varied in the progress they made in participating schools because of the variety of programs, divisions in school communities, and resistance to change. Scale-up did occur along with a change in scope of operation. NAS ceased to operate as an agency committed to operating outside the constraints of Washington and became an institution with deep roots inside the Beltway. Evaluations of reform designs found mixed results with no dramatic achievement gains. In June 2001, the Memphis superintendent abandoned the district's involvement with whole-school reform after a survey showed no gains in student achievement and, in some cases, declines. It is presently difficult to assess the impact of the NAS initiative considering the variety of programs, a pervasive push to maintain the status quo of education, and cases of poor implementation and problematic evaluation. (RT) Descriptors: *Educational Development; *Educational Improvement; Elementary Secondary Education; Program Design; Program Evaluation; Program Implementation; Progressive Education Identifiers: *New American Schools; Reform Efforts Geographic Source: U.S.; District of Columbia ED461289 FL027119 English Language Learners, the Comprehensive School Reform Demonstration Project, and the Role of State Departments of Education. Author: Hamann, Edmund T.; Zuliani, Ivana; Hudak, Matthew Institutional Author: Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI.(BBB35290) Availability: Northeast and Islands Regional Educational Laboratory at Brown University, 222 Richmond Street, Suite 300, Providence, RI 02903-4226. Tel: 401-274-9548; Tel: 800-521-9550 (Toll Free); Fax: 401-421-7650; e-mail: info@lab.brown.edu; Web site: http://www.lab.brown.edu. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: March 2001 Language: English Document Type: Reports--Evaluative (142) Journal Announcement: RIEJUL2002 Abstract: This report examines responsiveness of the federally-supported Comprehensive School Reform Demonstration (CSRD) to English language learners (ELLs), highlighting the role of state education agencies (SEAs). By analyzing references to relevant terms (e.g., limited English proficiency, English as a Second Language, Spanish-speaking students, bilingual education, and Title VII) in seven states' CSRD applications and requests for proposals, researchers examined whether those states remedied three CSRD oversights (whether states recognized and moved to remedy unnecessary dichotomization between school reform and the movement to make schools ELL responsive; whether SEAs ever reversed the pattern of first designing a reform and then adapting it to ELLs; and whether SEAs overtly addressed the reality that ELLs fare as poorly in school as any identifiable population). Results indicate that an opportunity to remedy CSRD oversights regarding ELLs was largely missed when states did not consider them explicitly as they formulated CSRD strategies. SEAs were ELL responsive in CSRD planning only through general instructions to include all students. Two appendixes contain references to ELLs and/or programs serving ELLs in various states' CSRD applications and references to ELLs and/or programs that serve ELLs in federal CSRD guidelines to states. (Contains 28 references.) (SM) Descriptors: Bilingual Students; Educational Change; Educational Discrimination; Educational Planning; Elementary Secondary Education; *English (Second Language); Equal Education; *Limited English Speaking; Minority Group Children; Second Language Learning; *State Departments of Education Identifiers: *Comprehensive School Reform Demonstration Program Descriptive Terms: Patti Smith and Brett Lane also contributed to this study. Geographic Source: U.S.; Rhode Island ED461090 CS013126 Improving Public Education through Comprehensive School Reform: An Issue Brief from the International Reading Association. Institutional Author: International Reading Association, Newark, DE.(EYV38140) Availability: Heinemann, 88 Post Road West, P.O. Box 5007, Westport, CT 06881 ($15). Tel: 800-793-2154 (Toll Free); Fax: 800-847-0938 (Toll Free); Web site: http://www.heinemann.com. Publication Date: 1997 Language: English Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUL2002 Descriptors: *Educational Change; *Educational Improvement; *Educational Innovation; Elementary Secondary Education; Federal Aid; Incentive Grants; *Public Education; State Aid Identifiers: *International Reading Association Descriptive Terms: Produced by the IRA Research Division and Washington, DC Office. Geographic Source: U.S.; Delaware ED460195 UD034644 School Reform: The Critical Issues. Hoover Institution Press Publication. Author: Evers, Williamson M., Ed.; Izumi, Lance T., Ed.; Riley, Pamela A., Ed. Institutional Author: Stanford Univ., CA. Hoover Institution on War, Revolution, and Peace.(BBB00274); Pacific Research Inst. for Public Policy, San Francisco, CA.(BBB32168) Availability: Hoover Institution Press, Stanford University, Stanford, CA 94305-6010 ($15). Tel: 877-466-8374 (Toll Free); Web site: http://www.hoover.org. Publication Date: 2001 ISBN: BN- 0-8179-2872-3; Report Number: No-499 Language: English Document Type: Book (010); Collected works--General (020) Journal Announcement: RIEMAY2002 Abstract: This book presents a collection of recent articles on the problems in today's schools, why school and students are underperforming, exploring a range of topics and explaining why some reforms in education are destined to fail while others have been proven to work. The first section, "Teaching Approaches," presents articles on progressive education; curriculum and methods; computers/distance learning; direct instruction, explicit teaching; ability grouping; and whole school reform. The second section, "The Student," offers articles on student beliefs/character education and social promotion. The third section, "Parents and Teachers," includes articles on such issues as the parent-school relationship, teacher salaries, teachers' unions, and teacher evaluation. The fourth section, "Educationally Disadvantaged," discusses such issues as bilingual education, Ritalin, and special education. The fifth section, "Standards and Accountability," looks at the development of academic standards and the fight against testing. The sixth section, "Structuring Education," presents articles on spending, vouchers, contracting out, charter schools, class and school size, federal aid to education and the poor, home schooling, and private schooling. (SM) Descriptors: Ability Grouping; Academic Achievement; Academic Standards; Bilingual Education; Charter Schools; Child Development; Class Size; Computer Uses in Education; Disadvantaged Youth; Distance Education; *Educational Change; Educational Finance; Educational Vouchers; Elementary Secondary Education; Federal Aid; Higher Education; Home Schooling; Parent Participation; Poverty; Preservice Teacher Education; Private Schools; Privatization; Progressive Education; *Public Education; Reading Instruction; School Choice; School Size; Social Promotion; Special Education; Student Evaluation; Teacher Competencies; Teacher Evaluation; Teacher Salaries Identifiers: Character Education; Gardner (Howard); *Reform Efforts; Ritalin Descriptive Terms: Sponsored by the Koret Foundation. Geographic Source: U.S.; California ED456546 EA031245 How Title I Can Become the Engine of Reform in America's Schools. Author: Slavin, Robert E. Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: August 1999 Language: English Pages: 42 Document Type: Opinion papers (120); Reports--Evaluative (142) Journal Announcement: RIEFEB2002 Abstract: While the majority of Title I funding should continue to support essential professional and paraprofessional staff in high-poverty schools, both existing and new Title I funds should increasingly support schools in adopting effective instructional programs and improving professional development. Children in Title I schools need 6 hours or more of high-quality instruction every day, not 40 minutes of remediation. It is time that Title I became the engine of reform in high-poverty schools, helping them adopt programs based on the best research, development, and dissemination practices. Title I can become an effective way to achieve funding for schoolwide change. Staff can choose from proven and replicable programs. Comprehensive or whole-school reform may be preferred. Or more focused programs targeting reading, math, early childhood, tutoring, classroom management, study skills, parent involvement, or school-to-work may be selected. Title I has become more flexible. Currently schools with at least 50 percent of its students qualifying for free or reduced prices lunches can become schoolwide projects with schools selecting the program to be used. Title I could also help by funding further evaluation on the effectiveness of current and new, but promising, programs. This report includes a review of programs for whole-school change, including the evidence of their effectiveness. (Contains 47 references.) (RKJ) Descriptors: *Educational Change; Elementary Secondary Education; Models Identifiers: *Elementary Secondary Education Act Title I Contract Number: OERI-R-117-D40005 Geographic Source: U.S.; Maryland EJ639162 EC628980 Exploring the Relationship between Transition and Educational Reform Initiatives. Author: Lehmann, Jean; Cobb, Brian; Tochterman, Suzanne Availability: http:www-writing.berkeley.edu/TESL-EJ Journal Citation: Career Development for Exceptional Individuals, v24 n2 p185-98 Fall 2001 Publication Date: 2001 ISSN: 0885-7288 Language: English Document Type: Journal articles (080); Opinion papers (120) Journal Announcement: CIJJUN2002 Abstract: Discussion of the relationship between the school-to-career transition research findings and current school reform argues that secondary special educators should align their advocacy and research efforts within a "whole school reform" context as opposed to a "students with disabilities" context. Analysis examines program administration, curriculum and instruction, support services, and formalized articulation and communication categories. (Contains references.) (Author/DB) Descriptors: Advocacy; *Change Strategies; *Disabilities; Education Work Relationship; *Educational Change; Inclusive Schools; *Regular and Special Education Relationship; Secondary Education; *Transitional Programs; EJ609635 EA537403 The Path to Comprehensive School Reform. Author: McChesney, Jim; Hertling, Elizabeth Availability: Journal Citation: Educational Leadership, v57 n7 p10-15 Apr 2000 Publication Date: 2000 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Reports--Evaluative (142) Journal Announcement: CIJJAN2001 Abstract: The 1998 Comprehensive School Reform Demonstration Program provides $120 million for Title I schools and an additional $25 million for all public schools. Almost 3,000 schools are receiving $50,000 each to implement schoolwide models listed and explained in this article. Challenges and funding tips are discussed. (Contains 13 references.) (MLH) Descriptors: *Community Support; *Educational Change; Elementary Secondary Education; *Federal Legislation; *Models; *Program Implementation Identifiers: *Barriers to Implementation; *Comprehensive School Reform Demonstration Program Descriptive Terms: This article was prepared and sponsored by the ERIC Clearinghouse on Educational Management, University of Oregon, Eugene, Oregon. ED447600 EA030775 Stellar Schools for a New Century: Every Child a Star. Institutional Author: New American Schools Development Corp.(BBB32857) Availability: New American Schools, 1560 Wilson Boulevard, Suite 901, Arlington, VA 22209. Tel: 703-908-9500; e-mail: info@nasdc.org; Web site: http://www.naschools.org. Publication Date: 2000 Language: English Pages: 33 Document Type: Reports--Descriptive (141) Journal Announcement: RIEMAY2001 Abstract: In announcing the start of the work of New American Schools (NAS) in 1991, President George Bush offered the challenge of designing new schools for the year 2000 and beyond. In 2000, NAS remains committed to the mission of providing schools with the vision and tools they need to transform themselves based on exemplary models for comprehensive reform. The base of experience of the NAS programs demonstrates that comprehensive school reform models which integrate rigorous curriculum, high-quality professional development, meaningful parent and community involvement, and businesslike management principles can raise student achievement dramatically. Design teams from NAS offer professional development that is geared specifically to standards-rich content and the demands of comprehensive school improvement. NAS works with school districts to help schools find designs that fit their needs and circumstances. Because NAS provides valuable assistance to schools and school districts, states are increasingly asking their help in large-scale reform efforts. More than 2,100 schools across all 50 states are implementing NAS designs. Case studies of NAS efforts at the district level in Memphis, Tennessee, and at the state level in Maryland show how effective NAS work can be. An attachment contains "Design Team Snapshots." (SLD) Descriptors: *Educational Change; Elementary Education; *Faculty Development; *School Restructuring; Technical Assistance; Urban Schools Identifiers: *New American Schools; *Reform Efforts Geographic Source: U.S.; Virginia ED443184 EA030514 Comprehensive School Reform Program. Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce. House of Representatives, One Hundred Fifth Congress, Second Session. Institutional Author: Congress of the U.S., Washington, DC. House Committee on Education and the Workforce.(BBB34779) Availability: EDRS Price MF01/PC11 Plus Postage. Governmental Status: Federal Publication Date: June 23, 1998 ISBN: 0-16-058030-7 Report Number: Senate-Hrg-105-122 Language: English Pages: 256 Document Type: Legal/Legislative/Regulatory materials (090) Journal Announcement: RIEJAN2001 Abstract: The Hearing before the Subcommittee on Early Childhood, Youth and Families of the Committee on Education and the Workforce was held on June 23, 1998. Statements are presented by various educators in public education and in charter schools, U.S. Representatives, the assistant secretary of Elementary and Secondary Education, and members of his staff, who discuss the Department's implementation of the Comprehensive School Reform Demonstration program. Appendices contain written statements by the speakers at the hearing. (DFR) Descriptors: *Academic Achievement; Charter Schools; Curriculum Evaluation; Curriculum Problems; *Educational Assessment; *Educational Change; Elementary Secondary Education; Federal Programs; *Federal Regulation; Government Publications; Hearings; Nontraditional Education; Public Schools; Standards; *Student Improvement Identifiers: *Comprehensive School Reform Demonstration Program; Congress 105th Geographic Source: U.S.; District of Columbia ED443156 EA030463 Comprehensive School Reform Demonstration: SEA Network Forums Proceedings (July 27, 1999 and October 14, 1999). Author: Clark, Gail Institutional Author: Mid-Continent Research for Education and Learning, Aurora, CO.(BBB35978) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: March 23, 2000 Language: English Pages: 27 Document Type: Collected works--Proceedings (021) Journal Announcement: RIEJAN2001 Abstract: The Comprehensive School Reform Demonstration (CSRD) network forums were convened by McREL to share CSRD implementation strategies, discuss issues relative to technical assistance needs and CSRD model implementation support, and strengthen communication and collaborative links between the SEAs and regional providers for coordinated service delivery. Twenty-nine participants attended the forum on July 27, 1999. Participants included CSRD SEA coordinators, model developers, regional service providers, and McREL staff. Each CSRD SEA coordinator had an opportunity to share state status reports, which are provided. Each Regional Service Provider presented a report and update on their sites. These updates helped identify additional services needed and strategies that might be used to support CSRD implementation in local sites. The model developer panel, representing three comprehensive school reform models ("Success for All," "Expeditionary Learning Outward Bound," and "The Global Institute for Maximizing Potential") gave general overviews of their models, discussed successes and ongoing challenges, and answered questions regarding implementation. Appendix A provides brief descriptive materials for these models. Appendix B contains "McREL Research Projects and Evaluation Guide." (DFR) Descriptors: Communication Problems; *Educational Change; Elementary Secondary Education; *Methods Research; Program Descriptions; *Program Evaluation; Public Schools; *Research Projects Identifiers: *Comprehensive School Reform Demonstration Program; *Mid Continent Research for Education and Learning; Office of Educational Research and Improvement Contract Number: RJ96006101 Geographic Source: U.S.; Colorado ED440470 EA030386 Comprehensive School Reform. Author: Hertling, Elizabeth Institutional Author: National Association of Elementary School Principals, Alexandria, VA.(BBB23667); ERIC Clearinghouse on Educational Management, Eugene, OR.(SJJ69850) Availability: National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 prepaid; quantity discounts). Journal Citation: Research Roundup, v16 n2 Win 1999-2000 Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 5 Document Type: Collected works--Serials (022); ERIC product (071) Journal Announcement: RIEOCT2000 Abstract: This issue reviews publications that provide school leaders with guidance in determining how to choose and implement the schoolwide program that is best for their school. American Institutes for Research's "An Educator's Guide to Schoolwide Reform" provides educators with comprehensive profiles and evaluations of 24 of the leading schoolwide programs. Educational Research Service's "Comprehensive Models for School Improvement: Finding the Right Match and Making It Work" offers a valuable resource manual that explains the hows and whys of comprehensive school reform. Thomas K. Glennan's "New American Schools After Six Years" chronicles the successes and failures of the New American Schools after 6 years of implementing schoolwide reform. Policy Study Associates' "Implementing Schoolwide Programs: Volume I, An Idea Book on Planning" outlines the planning process for administrators considering implementing whole-school reform. Eugene C. Schaffer's "Impediments to Reform: An Analysis of Destabilizing Issues in Ten Promising Programs" explores the top 10 impediments to any successful reform effort. (DFR) Descriptors: *Administrator Role; *Educational Assessment; *Educational Change; *Educational Improvement; *Educational Innovation; Elementary Secondary Education; Excellence in Education; Outcomes of Education Identifiers: *Comprehensive School Reform Demonstration Program; New American Schools Contract Number: ED-99-CO-0011 Geographic Source: U.S.; Oregon |