Title:

Using School Reform Models to Improve Reading Achievement: A Longitudinal Study of Direct Instruction and Success For All in an Urban District .

Authors:

Ross, Steven M. 1 smross@memphis.edu
Nunnery, John A. 2
Goldfeder, Elizabeth 1
McDonald, Aaron 1
Rachor, Robert 3
Hornbeck, Matthew 4
Fleischman, Steve 5

Source:

Journal of Education for Students Placed at Risk; 2004, Vol. 9 Issue 4, p357, 32p

Document Type:

Article

Subject Terms:

* ACADEMIC achievement
* EDUCATION, Elementary
* EDUCATIONAL change
* READING
* SCHOOL districts
* SCHOOL management & organization
* URBAN schools

NAICS/Industry Codes:

92311 Administration of Education Programs

Abstract:

This research examined the effectiveness in an urban school district of 2 of the most widely used Comprehensive School Reform (CSR) programs—Direct Instruction (DI), implemented in 9 district elementary schools, and Success for All (SFA), implemented in 2 elementary schools. In examining impacts on student achievement and school change outcomes (e.g., teacher buy-in, school climate), a mixed-method research design was employed, encompassing both quantitative and qualitative analyses. Student achievement results on the reading sections of the Ohio Proficiency Test and the Stanford Achievement Test showed that both DI and SFA schools performed comparably to other district schools after statistically adjusting for school and student variables. Qualitative measures indicated generally positive support for both models by teachers, principals, and parents. However, in the case of DI, findings indicated weaknesses in implementation due largely to uncertainties involving school versus district roles and inadequate training. Results are discussed with regard to the influences of contextual and implementation variables on judging CSR model effectiveness in general and for specific schools and districts. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Center for Research in Educational Policy, The University of Memphis
2 Department of Educational Leadership and Counseling, Old Dominion University
3 Toledo Public Schools
4 Hampstead Hill Elementary School, Baltimore, MD
5 American Institute for Research

ISSN:

1082-4669

Accession Number:

14593563

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Title:

Inferring Adequate Yearly Progress of Schools from Student Achievement in Highly Mobile Communities.

Authors:

Offenberg, Robert M. 1 roffenbe@phila.k12.pa.us

Source:

Journal of Education for Students Placed at Risk; 2004, Vol. 9 Issue 4, p337, 19p

Document Type:

Article

Subject Terms:

*ACADEMIC achievement
*EDUCATION, Elementary
*EDUCATIONAL change
*PUBLIC schools
*SCHOOL children
*SCHOOL management & organization
*SCHOOLS
*STUDENT mobility

Geographic Terms:

PENNSYLVANIA
PHILADELPHIA ( Pa. )
UNITED States

NAICS/Industry Codes:

92311 Administration of Education Programs
611 Educational Services

Abstract:

Many attempts at educational reform, among them No Child Left Behind and a recent Philadelphia effort, assume that the quality of the educational programs being offered by schools can be inferred from the achievements of the children who attend them. This article explores the reasonableness of this assumption for Philadelphia public schools by following a cohort of students for 3 years after the completion of est grade, when most students would conclude 4th grade. It examines the rates of school-to-school mobility and exit from schools. Using a family of hierarchical models, it explores how est-grade report card marks predict the odds and character of within-district school-to-school transfers, and the odds of student exits from the public schools. The analyses then examine the effects of two est-grade school-community variables, a poverty index and a performance index, on the mobility of students. The study found high mobility prevalent in most schools. Moreover, combinations of student and school-community variables typically associated with the need for school improvement were present at schools with the highest mobility rates. The article concludes that a policy of inferring the success of school-based educational endeavors from school-level statistics can often be invalid in urban school districts due to student mobility, with the risk of error likely to be the greatest al the schools where reform is most needed and No Child Left Behind sanctions are most likely. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Accountability, Assessment, and Evaluation: Research and Evaluation School District of Philadelphia

ISSN:

1082-4669

Accession Number:

14593558

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Title:

Effects of Top-Down and Bottom-Up Elementary School Standards Reform in an Underperforming California District.

Authors:

Mason, Bryce 1
Mason, DeWayne A. 2
Mendez, Memo 2
Nelsen, Gregg 2
Orwig, Russ 2

Source:

Elementary School Journal; Mar2005, Vol. 105 Issue 4, p353, 24p

Document Type:

Article

Subject Terms:

* ECONOMETRICS
* EDUCATION -- Curricula
* EDUCATION -- Standards
* EDUCATION, Elementary
* EDUCATIONAL change
* ELEMENTARY schools
* MATHEMATICS
* READING (Elementary)
* SCHOOL children
Study & teaching (Elementary)

Geographic Terms:

CALIFORNIA

NAICS/Industry Codes:

61 Educational Services
6111 Elementary and Secondary Schools

Abstract:

In this article we described how an underperforming school district used research and theory on curriculum, assessment, implementation, and school and classroom organization to develop and implement district standards and improve the achievement of elementary school students. Key reforms included teachers developing essential curriculum standards, standards-based criterion-referenced tests, and standards-based extended learning opportunities. Teachers rated the reform efforts positively and reported a high likelihood of implementation. Using California Department of Education data, we employed Econometric analyses to estimate program effects for the district's elementary school from 1999 to 2002. A difference-of-differences model estimated 10 of 16 positive and significant effects on grades 2 to 5 SAT9 scaled score mathematics achievement, ranging from .2σ to .7σ. The same model applied to reading scores showed 12 of 16 insignificant or negative grade-level effects. As predicted, however, second and third graders in 2002—those students who had 3 and 4 years of exposure to the program exclusively—experienced only positive (4 of 4) and mostly significant (3 of 4) reading and mathematics effects. Results may guide district administrators implementing standards or comprehensive school reforms. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Frederick S. Pardee RAND Graduate School
2 Jurupa Unified School District , Riverside , CA

ISSN:

0013-5984

Accession Number:

16574959

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Title:

Whatever Happened To the Model Schools Project?

Authors:

Keefe, James W. 1
Amenta, Robert B. 2

Source:

Phi Delta Kappan; Mar2005, Vol. 86 Issue 7, p536, 9p

Document Type:

Article

Subject Terms:

* EDUCATION -- Curricula
* EDUCATION -- History
* EDUCATION -- Societies, etc.
* EDUCATION -- Standards
* EDUCATION -- United States
* EDUCATION, Secondary
* EDUCATIONAL change
* NONPROFIT organizations
* SCHOOL environment
* SCHOOL management & organization
Aims & objectives

Geographic Terms:

UNITED States

NAICS/Industry Codes:

61 Educational Services
6111 Elementary and Secondary Schools
92311 Administration of Education Programs

People:

TRUMP, J. Lloyd

Abstract:

Focuses on the history of school reform in the United States and argues that contemporary school standards are not being set in the best interest of students. The school renewal program, Model Schools Project (MSP), that was sponsored by the National Association of Secondary School Principals (NASSP); The role of J. Lloyd Trump as a reformer in the second half of the 20th century; The stance of the Learning Environments Consortium (LEC) International nonprofit organization and the Coalition of Essential Schools (CES) on school design; Factors contributing to organizational change with the goal of improving secondary education through student-engaged learning; The MSP influence in the areas of teacher's, student's, and principal's roles, shared management, school schedule, curriculum design, personalization, school culture and climate, evaluation, and school structure; The legacies of the Trump Plan and the MSP.

Author Affiliations:

1 President of the Learning Environments Consortium International
2 Associate professor of education and director of educational administration, California Lutheran University , Thousand Oaks

ISSN:

0031-7217

Accession Number:

16314588

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Title:

State Reform Policies and the Task Textbooks Pose for First-Grade Readers.

Authors:

Hiebert, Elfrieda H. 1

Source:

Elementary School Journal; Jan2005, Vol. 105 Issue 3, p245, 22p, 3 charts

Document Type:

Article

Subject Terms:

* EDUCATION & state
* EDUCATIONAL change
* READERS (Primary)
* READING
* SCHOOL children
* TEXTBOOKS
* U.S. states

NAICS/Industry Codes:

92311 Administration of Education Programs

Abstract:

Since the late 1980s, reading reform efforts in California and Texas have led to changes in beginning reading textbooks. This article examines the effects of these policies on the task that current (2000/2001) texts pose for beginning readers. I begin by reviewing trends in textbooks over the past 80 years and continue by identifying cognitive and linguistic dimensions of the beginning reading task. These dimensions, such as word repetition, are used to describe the beginning reading task of current and historical textbooks. Analyses showed that 41% of the unique words in current textbooks appear once in 10 consecutive texts. Further, between 1962 and 2000, the number of unique words increased substantially, whereas word repetition was curtailed. One conclusion from these data is that current entry-level first graders are expected to acquire new words at the same pace as exiting second graders. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 University of California , Berkeley

ISSN:

0013-5984

Accession Number:

15715626

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Title:

Educating Students Placed At Risk: Evaluating the Impact of Success for All in Urban Settings.

Authors:

Munoz, Marco A. 1 mmunoz2@jefferson.k12.ky.us
Dossett, Dena H. 1

Source:

Journal of Education for Students Placed at Risk; Jul2004, Vol. 9 Issue 3, p261, 17p

Document Type:

Article

Subject Terms:

* EDUCATION & state
* EDUCATION -- Standards
* EDUCATIONAL change
* EDUCATIONAL evaluation
* EDUCATIONAL planning
* ELEMENTARY schools
* EDUCATIONAL programs

NAICS/Industry Codes:

92311 Administration of Education Programs
61 Educational Services
6111 Elementary and Secondary Schools

Abstract:

Schools across the nation are implementing reform models intended to enable all children to meet state-established academic standards. One of the nation's comprehensive school reform models is Success for All (SFA). This study assessed the impact of the program on elementary school students in standardized reading scores as well as attendance and disciplinary measures when compared to control students. Program and control schools were further compared using teacher, student, and parent perception data on school climate and job satisfaction scales. Significant effects were seen on some but not all measures, but the consistent direction and magnitude of the effects showed benefits for SFA students when compared to control students. Implications for educational policy and practice are discussed. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Jefferson County Public Schools, Accountability, Research, and Planning Department, 3332 Newburg Road, Louisville, KY 40218

ISSN:

1082-4669

Accession Number:

13726106

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Title:

Understanding the Impact of U.S. Federal Education Policies on the Education of Children and Youth with Disabilities.

Authors:

Faircloth, Susan C. 1 scf2@psu.edu

Source:

International Studies in Educational Administration; 2004, Vol. 32 Issue 2, p32, 15p

Document Type:

Article

Subject Terms:

* EDUCATION
* EDUCATION & state
* EDUCATIONAL change
* EDUCATIONAL law & legislation
* CHILDREN with disabilities
* YOUTH with disabilities
Education (Elementary)

NAICS/Industry Codes:

61 Educational Services
92311 Administration of Education Programs

Abstract:

Federal involvement in the education of children and youth with disabilities in the United States was expanded with the enactment of the No Child Left Behind Act of 2001 (NCLB), Public Law 107–110. This Act is part of a wide sweeping Federal initiative to reform public education. A key element of the accountability system outlined in the NCLB is the disaggregation and reporting of achievement data by subgroups based on poverty levels, race, ethnicities, disability status, and limited English proficiency. Schools in which any subgroup fails to make Adequate Yearly Progress, as defined by the State, may be subject to sanctions. Implementation of the NCLB at the school level presents not only an administrative, but also an ethical dilemma; forcing school leaders to choose between two competing values, that of the individual child and that of the school at large. In this article, two questions frame this dilemma: 1. How will the standards imposed by the No Child Left Behind Act impact students with disabilities? and 2. How will school leaders balance the expectation that the individual needs of children and youth with disabilities will be met while ensuring that schools meet or exceed requirements for Adequate Yearly Progress or face sanctions? [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Assistant Professor, Departments of Education Policy Studies and educational and School Psychology and Special Education, The Pennsylvania State University

ISSN:

1324-1702

Accession Number:

15153910

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Title:

No Child Left Behind: A National Perspective.

Authors:

Meyer, Ken 1 ken.meyer@ed.gov

Source:

Spectrum: Journal of State Government; Spring2004, Vol. 77 Issue 2, p5, 3p

Document Type:

Article

Subject Terms:

* EDUCATION, Elementary
* EDUCATION, Secondary
* EDUCATIONAL change
* EDUCATIONAL law & legislation
* LEGISLATIVE bodies

Geographic Terms:

UNITED States

NAICS/Industry Codes:

6111 Elementary and Secondary Schools
92112 Legislative Bodies

Abstract:

It would be difficult for anyone to argue that the past two years have been anything less than exciting regarding the education reform debate in this country. All across the United States, state and local policymakers have been grappling with the tremendous challenges and opportunities of implementing what is considered to be the most significant and positive education reform effort the nation has ever seen, certainly since the passage of the Elementary and Secondary Education Act of 1965. The president's education initiative, the No Child Left Behind Act (NCLB), is having tremendous impact. And we are beginning to see some very impressive results. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Deputy Assistant Secretary, Office of Intergovernmental and Interagency Affairs, U.S. Department of Education

ISSN:

1067-8530

Accession Number:

14073939

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Title:

Unintended effects of educationalreform in New York .

Authors:

Allington, Richard L.
McGill-Franzen, Anne

Source:

Educational Policy; Dec92, Vol. 6 Issue 4, p397, 18p

Document Type:

Article

Subject Terms:

* EDUCATIONAL change
* ELEMENTARY schools

Geographic Terms:

NEW York (State)
UNITED States

NAICS/Industry Codes:

6111 Elementary and Secondary Schools

Abstract:

Examines trends in the incidence of retention, remediation and identification of students as handicapped in 12 elementary schools in New York . Increase in the incidence at primary grade levels; Implications on understanding reports of school effectiveness and statewide student achievement in reading.

Full Text Word Count:

7297

ISSN:

0895-9048

Accession Number:

9602220221

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Title:

The Regents Action Plan: New York 's EducationalReform Initiatives in the 1980s.

Authors:

Layton, Donald H.

Source:

PJE. Peabody Journal of Education; Spring86, Vol. 63 Issue 3, p6, 17p

Document Type:

Article

Subject Terms:

* EDUCATION & state
* EDUCATIONAL change

Geographic Terms:

NEW York (State)
UNITED States

NAICS/Industry Codes:

92311 Administration of Education Programs

Abstract:

Discusses the Action Plan to Improve Elementary and Secondary Education (AP) by the State Board of Regents, the education policy making body of New York . Role of the governor and its state legislators in shaping educationalreforms; Efforts to tighten educational requirements; Contextual considerations to New York's educationalreforms; Establishment of the key provisions of the AP.

ISSN:

0161-956X

Accession Number:

7784964

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Title:

Inclusive and exclusive educationalchange: emotional responses of teachers and implications for leadership.

Authors:

Hargreaves, Andy 1 andrew.hargreaves@bc.edu

Source:

School Leadership & Management; Mar2005, Vol. 25 Issue 2, p287, 23p

Document Type:

Article

Subject Terms:

* EDUCATIONAL change
* EDUCATIONAL leadership
* ELEMENTARY schools
* HIGH schools
* LEADERSHIP
* INCLUSIVE education

Geographic Terms:

CANADA

NAICS/Industry Codes:

6111 Elementary and Secondary Schools

Abstract:

This article reports research results concerning one of the most important areas of leadership theory and practice, educationalchange and its impact upon teachers. Drawing on individual interviews with 50 varied teachers in 15 Canadian elementary and secondary schools, as well as supplementary focus groups, the article analyses teacher's emotional responses to educationalchange. The paper finds that while teachers report having largely positive emotional experiences of self-initiated change and predominantly negative ones concerning mandated change, almost half the examples of self-initiated change that are cited actually have a legislated, mandated origin. More important for the experience and management of change, therefore, is not so much whether change is external or internal in its source, but whether it is inclusive or exclusive in its design and conduct. Implications of this analysis are drawn for educational leadership at the school and system levels. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 Lynch School of Education , Boston College , USA

ISSN:

1363-2434

Accession Number:

16146406

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Title:

Parents and school communities in Japan and Scotland : contrasts in policy and practice in primary schools.

Authors:

TETT, LYN 1

Source:

International Journal of Lifelong Education; May/Jun2004, Vol. 23 Issue 3, p259, 15p

Document Type:

Article

Subject Terms:

* COMMUNITY & school
* EDUCATIONAL change
* ELEMENTARY schools
* PARENT-teacher relationships
* PUBLIC institutions
* TEACHERS & community

NAICS/Industry Codes:

6111 Elementary and Secondary Schools
712 Museums, Historical Sites, and Similar Institutions

Abstract:

In this paper Japanese and Scottish cultural and ideological expectations about the role of parents and communities in schools are examined. Findings from three case studies of a Japanese school, a Scottish school and a group of Japanese parents sending their children to a Scottish school show that there are clear policy differences between the two countries. These differences reflect each country's problems and the purposes of the educational reforms that have been introduced and the different strengths and weaknesses of the two systems. The policy differences in the two systems and how these are translated into practice are examined from the perspective of parents and the wider school community. It is argued that what is missing from the policy and practice context in both countries are the resources to enable teachers, parents and other members of the community to work as equal partners. [ABSTRACT FROM AUTHOR]

Author Affiliations:

1 University of Edinburgh UK

ISSN:

0260-1370

DOI:

10.1080/0260/37042000229228

Accession Number:

13532111

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Title:

A Case of EducationalChange.

Authors:

Mariage, Troy V.
Garmon, M. Arthur

Source:

Remedial & Special Education; Jul/Aug2003, Vol. 24 Issue 4, p215, 20p, 1 diagram

Document Type:

Article

Subject Terms:

* EDUCATION, Elementary
* EDUCATION, Higher
* EDUCATION, Primary
* EDUCATIONAL change
* ELEMENTARY schools
* TEACHERS
* UNIVERSITIES & colleges

NAICS/Industry Codes:

6111 Elementary and Secondary Schools
6113 Colleges, Universities, and Professional Schools

Abstract:

This article introduces Project PREPARE, a 5-year project that sought to develop a collaborative site of practice and inquiry among two universities, the primary and elementary schools in a poor rural town, and the district that served these schools. Three types of collaboration were undertaken over the life of the project: (a) providing consultative and material support to changes initiated by the district, (b) creating new collaborative structures that could serve as sites for advancing teacher and student learning, and (c) providing conceptual leadership to help the district develop a long-range systemic change initiative. During the course of the project, there were steady improvements in student achievement in reading and mathematics on multiple measures, including state-mandated criterion-referenced tests and curriculum-based measures. The combined reading and math increases were greater in the project school during the study period than were 9 of the 10 closest comparison schools in the state, though the overall achievement levels remained lower than the state average in both subjects. [ABSTRACT FROM AUTHOR]

Full Text Word Count:

12746

ISSN:

0741-9325

Accession Number:

10286597

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