Evaluation of the Comprehensive School Reform Program Implementation and Outcomes. Third-Year Report

Autor/inn/en	Orland, Martin; Connolly, Brooke; Fong, Tony; Sosenko, Lauren Davis; Tushnet, Naida C.; Yin, Robert K.; Burt, Janeula M.; Warner, Emily
Institution	Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Titel	Evaluation of the Comprehensive School Reform Program Implementation and Outcomes. Third-Year Report
Quelle	(2008), (205 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; School Restructuring; Elementary Secondary Education; Federal Legislation; Academic Achievement; Program Implementation; Program Evaluation; Educational Change; Educational Improvement; Underachievement; State Standards; Comprehensive Programs; Comprehensive Guidance; Educational Assessment; Educational Indicators; Alignment (Education); Research Reports; Case Studies; Incentive Grants + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bundesrecht; Schulleistung; Programme evaluation; Programmevaluation; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Performance deficiency; Leistungsschwäche; Gesamtunterricht; Education; assessment; Bewertungssystem; Educational indicato; Bildungsindikator; Research report; Forschungsbericht; Case study; Fallstudie; Case Study; Finanzieller Anreiz
Abstract	The Comprehensive School Reform (CSR) Program was established as a demonstration program in 1998 and authorized as a full program in 2002 as part of the No Child Left Behind Act (NCLB). It is one approach to help low-performing K-12 public schools meet state performance standards. CSR emphasizes two major concepts: mandating that school reform should be comprehensive in nature, strengthening all aspects of school operations (curriculum, instruction, professional development, parental involvement, and school organization); and use of scientifically based research models (models with evidence of effectiveness in multiple settings.) This report presents the third-year findings of a five-year study and focuses on the relationship between CSR award receipt and growth in student achievement and whether aspects of program implementation are associated with higher CSR achievement outcomes. Overall, findings indicate that schools receiving CSR awards did no better in mathematics and reading achievement than comparable schools not receiving CSR funding, and that schools receiving CSR awards were no more likely than non-CSR schools to implement legislatively-specified components of CSR. Three appendices include: (1) CSRQ Center Quality review Tool; (2) Standard Error Tables for Analyses; and (3) Data Collection Instruments. Document and Appendices are referenced separately. (Contains 32 footnotes and 50 exhibits.) [For First-Year Report, see ED485480. The Second-Year Report was an internal document.] (ERIC).
Anmerkungen	US Department of Education. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www.edpubs.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10