A View from the Bottom Up: School-Based Systemic Reform in California. Volume 1: Lessons Learned.

Autor/inn/en	Carlos, Lisa; Izu, Jo Ann
Institution	Far West Lab. for Educational Research and Development, San Francisco, CA.
Titel	A View from the Bottom Up: School-Based Systemic Reform in California. Volume 1: Lessons Learned.
Quelle	(1995), (66 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Change Strategies; Curriculum Development; Educational Assessment; Elementary Secondary Education; Grouping (Instructional Purposes); High Risk Students; Organizational Change; School Organization; School Restructuring; State Standards; Student Evaluation; California + Suchen Sie Ihr Suchwort? Lösungsstrategie; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Education; assessment; Bewertungssystem; Grouping; Gruppenbildung; Problemschüler; Organisationswandel; School organisation; Schulorganisation; Schulreformplan; Schulumwandlung; Schulnote; Studentische Bewertung; Kalifornien
Abstract	This document is the first volume of two that jointly report on schools engaged in systemic reform. "Volume I: Lessons Learned" provides an indepth analysis of restructuring efforts across 10 schools participating in the Every Student Succeeds (ESS) and other state-reform initiatives. Based on a 3-year study, the volume synthesizes the major findings around several themes central to the current national systemic-reform agenda and derives implications and recommendations for schools, districts, and state and federal policymakers. The ESS initiative created a network of schools to promote change efforts aimed at improving learning for at-risk students. The first phase of the study looked broadly at school restructuring, and the second phase focused in more detail on issues related to systemic reform and serving diverse student populations. Data were gathered through site visits to 23 of the 41 ESS schools, individual and focus-group interviews with key groups, classroom observations, document analysis, and followup telephone interviews with principals. Findings underscore the two primary goals of ESS: providing access to a high-level curriculum for all students through interactive learning; and setting high standards for all students and measuring the impact of educational strategies. Schools relied upon three major strategies to provide all students with a genuine opportunity to learn. These strategies sought to: (1) create more equitable and responsive student-teacher configurations to meet the learning needs of all students; (2) enrich the curriculum and tailor instruction for all students; and (3) build the knowledge, skills, and capacity of school staff. The schools' organizational strategies, tensions and solutions, and assessment-development processes are also described. One figure and four tables are included. (Contains 21 references.) (LMI)
Anmerkungen	Students at Risk Program, Far West Laboratory, 730 Harrison Street, San Francisco, CA 94107.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC