Comprehensive School Reform and Achievement: A Meta-Analysis

Autor/inn/en	Borman, Geoffrey D.; Hewes, Gina M.; Overman, Laura T.; Brown, Shelly
Titel	Comprehensive School Reform and Achievement: A Meta-Analysis
Quelle	In: Review of Educational Research, 73 (2003) 2, S.125-230 (106 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-6543
DOI	10.3102/00346543073002125
Schlagwörter	Control Groups; School Restructuring; Evaluators; Poverty; Statistical Significance; Educational Change; Models + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Armut; Bildungsreform; Analogiemodell
Abstract	This meta-analysis reviews research on the achievement effects of comprehensive school reform (CSR) and summarizes the specific effects of 29 widely implemented models. There are limitations on the overall quantity and quality of the research base, but the overall effects of CSR appear promising. The combined quantity, quality, and statistical significance of evidence from three models, in particular, set them apart. Whether evaluations are conducted by developers or by third-party evaluators and whether evaluators use one-group pre-post designs or control groups are important factors for understanding differences in CSR effects. Schools that implemented CSR models for 5 years or more showed particularly strong effects, and the benefits were consistent across schools of varying poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based CSR models. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10