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Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools. Report No. 48.

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Title: Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools. Report No. 48.
Language: English
Authors: Borman, Geoffrey D., Rachuba, Laura, Datnow, Amanda, Alberg, Marty, Mac Iver, Martha, Stringfield, Sam, Ross, Steve, Center for Research on the Education of Students Placed At Risk, Baltimore, MD.
Availability: For full text: www.csos.jhu.edu.
Peer Reviewed: N
Page Count: 81
Publication Date: 2000
Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.
Document Type: Reports - Evaluative
Tests/Questionnaires
Descriptors: Case Studies, Compensatory Education, Disadvantaged Youth, Educational Improvement, Elementary Secondary Education, Models, Poverty, Urban Schools
Laws, Policies and Program Identifiers: Elementary and Secondary Education Act Title I
Abstract: In this comprehensive report, four distinct processes for reforming nine low-performing Title I schools in challenging high-poverty contexts are examined. These processes include: (1) a fundamentally grassroots, site-based model of reform; (2) locally mandated school reconstitution; (3) implementation of a proven national reform model, Success for All/Roots & Wings; and (4) implementation of locally administered reform package of Direct Instruction and Core Knowledge. Qualitative case studies of implementation and teaching and learning are presented along with quantitative outcomes in the areas of student achievement and classroom instruction. Findings show that at least one school engaged in each of the four processes showed improvement in several areas, while the others remained stagnant or declined. The potential strengths and weaknesses of each of these popular methods for reforming high poverty schools are discussed. An appendix contains the classroom observation form used in the case studies. (Contains 13 tables and 27 references.) (Author/SLD)
Entry Date: 2001
Accession Number: ED447238
Database: ERIC
FullText Text:
  Availability: 0
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  Data: In this comprehensive report, four distinct processes for reforming nine low-performing Title I schools in challenging high-poverty contexts are examined. These processes include: (1) a fundamentally grassroots, site-based model of reform; (2) locally mandated school reconstitution; (3) implementation of a proven national reform model, Success for All/Roots & Wings; and (4) implementation of locally administered reform package of Direct Instruction and Core Knowledge. Qualitative case studies of implementation and teaching and learning are presented along with quantitative outcomes in the areas of student achievement and classroom instruction. Findings show that at least one school engaged in each of the four processes showed improvement in several areas, while the others remained stagnant or declined. The potential strengths and weaknesses of each of these popular methods for reforming high poverty schools are discussed. An appendix contains the classroom observation form used in the case studies. (Contains 13 tables and 27 references.) (Author/SLD)
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      – SubjectFull: Elementary and Secondary Education Act Title I
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