The Struggle to Survive: Examining the Sustainability of Schools' Comprehensive School Reform Efforts

Autor/in	Taylor, James E.
Titel	The Struggle to Survive: Examining the Sustainability of Schools' Comprehensive School Reform Efforts
Quelle	In: Journal of Education for Students Placed at Risk, 11 (2006) 3-4, S.331-352 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1207/s10824669espr110304_7
Schlagwörter	School Restructuring; Disadvantaged; Program Implementation; Program Termination; Program Length; Educational Change; Retrenchment; Elementary Secondary Education; School Surveys; Statistical Analysis; Strategic Planning + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Bildungsreform; Statistische Analyse; Strategy; Planning; Strategie; Planung
Abstract	One of the greatest challenges to comprehensive school reform (CSR) is sustaining reform over a period long enough to produce substantial effects. This article highlights the importance of studying sustainability as well as the importance of being clear about what is being sustained, distinguishing between a sustained reform relationship and sustained implementation of a reform. This study examined a sample of 395 urban, disadvantaged, low-achieving elementary and middle schools using CSR in 2001-2002 and found that nearly 1/3 of these CSR schools ended their relationships with their model developers by the end of 2003-2004. However, the remaining 2/3 of schools successfully sustained a reform relationship for more than 3 years--in some cases for more than a decade. The results of Analysis 1 indicate that 11 risk factors for discontinuing a reform relationship operate in combination to dispose schools toward dropping their CSR affiliation. Analysis 2 shows that although dropping a CSR model affiliation is significantly related to decreases in implementation fidelity, the magnitude of the decrease is relatively small. In many urban, disadvantaged, low-achieving schools, the influence of CSR models can live beyond the formal discontinuation of the reform relationship. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: http://www.LEAonline.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10