Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study

Autor/inn/en	Ross, John A.; Scott, Garth; Sibbald, Timothy M.
Titel	Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study
Quelle	In: Journal of Educational Research, 105 (2012) 2, S.123-133 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2010.532835
Schlagwörter	School Restructuring; Reading Achievement; Academic Achievement; Case Studies; Quasiexperimental Design; Pretests Posttests; Matched Groups; Statistical Significance; Standardized Tests; Effect Size; Change Strategies; Educational Change; Comprehensive Programs; Accountability; Capacity Building; Partnerships in Education; Foreign Countries; Criterion Referenced Tests; Control Groups; Educational Research; Underachievement; Disadvantaged Schools; Achievement Gains; Canada + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Leseleistung; Schulleistung; Case study; Fallstudie; Case Study; Standadised tests; Standardisierter Test; Lösungsstrategie; Bildungsreform; Gesamtunterricht; Verantwortung; Hochschulpartnerschaft; Ausland; Bildungsforschung; Pädagogische Forschung; Performance deficiency; Leistungsschwäche; Achievement gain; Leistungssteigerung; Kanada
Abstract	The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre-post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments. Struggling Schools had a statistically significant positive effect on Grade 3 reading achievement (effect size = 0.48 in 2005-2006 and 0.60 in 2006-2007). There were enduring achievement effects 2 years after exit from the program. The outcomes indicate that CSR approaches based on capacity building, partnerships with an external agency, and accountability enhance student learning. (Contains 6 tables, 1 figure and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10