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Improving Secondary Students' Academic Achievement through a Focus on Reform Reliability: 4- and 9-Year Findings from the High Reliability Schools Project

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Title: Improving Secondary Students' Academic Achievement through a Focus on Reform Reliability: 4- and 9-Year Findings from the High Reliability Schools Project
Language: English
Authors: Stringfield, Sam, Reynolds, David, Schaffer, Eugene C.
Source: School Effectiveness and School Improvement. Dec 2008 19(4):409-428.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 20
Publication Date: 2008
Document Type: Journal Articles
Reports - Evaluative
Education Level: Secondary Education
Descriptors: Educational Change, Secondary School Students, Academic Achievement, Student Improvement, Longitudinal Studies, Outcomes of Education, Foreign Countries, Reliability, School Effectiveness
Geographic Terms: United Kingdom (Wales)
DOI: 10.1080/09243450802535190
ISSN: 0924-3453
Abstract: The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end of the intervention, indicated that the majority of the schools continued using the high reliability principles and continued making strong academic progress. Results are discussed in terms of the original High Reliability Schools model, systemic effects, and sustainability. (Contains 4 tables and 6 notes.)
Abstractor: As Provided
Number of References: 36
Entry Date: 2008
Accession Number: EJ820111
Database: ERIC
FullText Text:
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  Data: Improving Secondary Students' Academic Achievement through a Focus on Reform Reliability: 4- and 9-Year Findings from the High Reliability Schools Project
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  Data: <searchLink fieldCode="AR" term="%22Stringfield%2C+Sam%22">Stringfield, Sam</searchLink><br /><searchLink fieldCode="AR" term="%22Reynolds%2C+David%22">Reynolds, David</searchLink><br /><searchLink fieldCode="AR" term="%22Schaffer%2C+Eugene+C%2E%22">Schaffer, Eugene C.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22School+Effectiveness+and+School+Improvement%22"><i>School Effectiveness and School Improvement</i></searchLink>. Dec 2008 19(4):409-428.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Improvement%22">Student Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Reliability%22">Reliability</searchLink><br /><searchLink fieldCode="DE" term="%22School+Effectiveness%22">School Effectiveness</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom+%28Wales%29%22">United Kingdom (Wales)</searchLink>
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  Data: 10.1080/09243450802535190
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  Data: The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end of the intervention, indicated that the majority of the schools continued using the high reliability principles and continued making strong academic progress. Results are discussed in terms of the original High Reliability Schools model, systemic effects, and sustainability. (Contains 4 tables and 6 notes.)
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      – SubjectFull: United Kingdom (Wales)
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