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Clearinghouse on Educational Policy and Management
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| College of Education · University of Oregon |
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Trends and Issues: School Reform
Guides, Programs, and ModelsED473361 EA032048 Catalog of School Reform Models. Program Report. Author: Buechler, Mark Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325); National Clearinghouse for Comprehensive School Reform, Washington, DC.(BBB36869) Availability: Northwest Regional Educational Laboratory, 101 S.W. Main, Suite 500, Portland, OR 97204. Tel: 503-275-9615; Fax: 503-275-9621; e-mail: blumb@nwrel.org; Web site: http://www.nwrel.org. For full text: http://www.nwrel.org/scpd/catalog. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: September 12, 2002 Language: English Document Type: Reference materials--Directories/Catalogs (132) Journal Announcement: RIESEP2003 Abstract: Comprehensive school reform involves changes in every aspect of school operations, from classroom instruction to school governance. Some schools develop their own reform approach from within. Others seek assistance from without, particularly from organizations that have developed coherent, research-based approaches, or school-reform models. For such schools, selecting the right reform model is crucial. This catalog describes 48 school-reform models. Its purpose is to aid schools, school districts, and states as they investigate external models that can be incorporated into comprehensive school-reform programs. The catalog divides these models into several categories: entire-school models, reading/language models, mathematics models, science models, and other models, which can be used as building blocks for comprehensive reform. It contains introductory information on 27 entire-school models and 21 skill- and content-based models. Each entry analyzes the model's general approach, student results, implementation assistance, and costs, among other elements. Criteria for selecting models include evidence of effectiveness in improving student academic achievement, extent of replication, implementation assistance provided to schools, and comprehensiveness. Each description lists the model's origin or scope, a general description, results, implementation plan, costs, student populations, special considerations, selected evaluations, sample sites, contact information, and state standards and accountability. (RT) Descriptors: Change Strategies; *Comprehensive Programs; *Educational Change; Elementary Secondary Education; *Improvement Programs; Instructional Improvement; *Models; School Effectiveness Descriptive Terms: Several pages have significant amounts of text cut off. For first edition, see ED 439 510. Contract Number: ED-01-R-0001 Geographic Source: U.S.; Oregon ED472617 EA032273 Leadership Lessons from Comprehensive School Reforms. Author: Murphy, Joseph, Ed.; Datnow, Amanda, Ed. Availability: Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-7846-1, $34.95; hardcover: ISBN-0-7619-7845-3, $74.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. Publication Date: 2003 ISBN: BN- 0-7619-7846-1; Language: English Document Type: Book (010); Collected works--General (020); Reports--Evaluative (142) Journal Announcement: RIESEP2003 Abstract: This volume explores the role of leadership in comprehensive school reform (CSR). It consists of 12 chapters: (1) "The Development of Comprehensive School Reform" (Joseph Murphy and Amanda Datnow); (2) "Expeditionary Learning Schools: Tenacity, Leadership, and School Reform" (Greg Farrell); (3) "The Modern Red School House: Leadership in Comprehensive School Reform Initiatives" (Sally B. Kilgore and James K. Jones); (4) "Co-nect: Purpose, Accountability, and School Leadership" (Bruce Goldberg and Donald M. Morrison); (5) "The Accelerated Schools Project: Can a Leader Change the Culture and Embed Reform?" (Christine Finnan and James Meza, Jr.); (6) "New American Schools: District and School Leadership for Whole-School Reform" (Mark Berends, Susan Bodilly, and Sheila Nataraj Kirby); (7) "The Chicago Annenberg Challenge: Lessons on Leadership for School Development" (Mark A. Smylie, Stacy A. Wenzel, and Carol R. Fendt); (8) "The Bay Area School Reform Collaborative: Building the Capacity to Lead" (Michael Aaron Copland); (9) "Success for All: District and School Leadership" (Amanda Datnow and Marisa Castellano); (10) "The Coalition of Essential Schools: Leadership for Putting the Common Principles into Practice" (Peter M. Hall and Peggy L. Placier); (11) "The Comer School Development Process: Developing Leadership in Urban Schools" (Charles M. Payne and John B. Diamond); and (12) "Leadership Lessons from Comprehensive School Reform Designs" (Joseph Murphy and Amanda Datnow). (RT) Descriptors: *Administrator Role; *Comprehensive School Reform; Elementary Secondary Education; Instructional Leadership; *Leadership; *Programs; Public Schools; School Administration Geographic Source: U.S.; California ED471523 EA032178 Guide to Working with Model Providers. Author: Walter, Katie; Hassel, Bryan C. Institutional Author: Regional Educational Lab. Network.(BBB36931) Availability: North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; e-mail: info@ncrel.org. Web site: http://www.ncrel.org. For full text: http://www.ncrel.org/csri/model.pdf. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)@; Office of Elementary and Secondary Education (ED), Washington, DC. (EDD00014) Publication Date: 2002 Language: English Document Type: Guides--Non-classroom (055); Test/questionnaires (160) Journal Announcement: RIEAUG2003 Abstract: Often a central feature of a school's improvement efforts is the adoption of a Comprehensive School Reform (CSR) model, an externally developed research-based design for school improvement. Adopting a model is only the first step in CSR. Another important step is forging partnerships with developers of CSR models. This guide aims to help schools and districts build productive partnerships with model developers. The guide is divided into three sections. "Establishing a Framework" addresses services and materials to be delivered by the model provider, actions the school or district will take to facilitate implementation, and costs and payment arrangements. "Working as Partners" discusses the implementation plan and timetable, common issues in implementation, and use of evaluations to improve the model's effectiveness. "Planning for the Future" considers contract duration, relationship after the contract ends, and dealing with an early end to the relationship. Within each section is a series of steps for each party that includes a brief discussion of the issue being considered. Throughout the guide are many brief recaps of vital information for quick reference. Contained in eight appendices are questionnaires and worksheets designed to aid schools and districts in thinking about the issues and communicating with the model provider. (WFA) Descriptors: *Change Agents; Change Strategies; *Educational Change; Educational Improvement; Elementary Secondary Education; Models; *Partnerships in Education; Questionnaires Descriptive Terms: Produced with Public Impact. Contract Number: RJ96006301 Geographic Source: U.S.; Illinois ED470758 EA032053 Choosing a Model and Types of Models: How To Find What Works for Your School. Research Brief. Author: Schwartzbeck, Terri Duggan Institutional Author: National Clearinghouse for Comprehensive School Reform, Washington, DC.(BBB36869) Availability: National Clearinghouse for Comprehensive School Reform, 2121 K Street N.W., Suite 250, Washington, D.C. 20037-1801. Tel: 877-766-4277 (Toll Free); Fax: 877-308-4995 (Toll Free); e-mail: AskNCCSR@goodschools.gwu.edu; Web site: http://www.goodschools.gwu.edu. For full text: http://www.goodschools.gwu.edu/pubs/research/choo02.pdf. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: February 2002 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEJUL2003 Abstract: It is critical for schools and districts engaged in a comprehensive school-reform process to develop a schoolwide or districtwide strategy, one that affects teaching and learning, governance, and professional development. Researchers studying school-reform processes have noted that different types of models suit different schools differently. Process models, for example, focus more on the processes used in the school, such as how teachers interact. Content, or prescriptive, models might come with a specific curriculum and plan for what teaching and learning in the school will look like. Even more critical than the type of school-reform model is the fit between each individual model and the needs and abilities of the school. Planners need to be aware of the needs of the school, the existing skills and strengths of the school staff, the level of urgency for undertaking reform, and the types of goals the school wants to achieve. Researchers' experiences in schools clearly indicate that staff and leadership buy-in is also a critical factor for success. To plan effectively, some schools, districts, and models allow for a "zero year," that is, a year to plan, assess needs, and make good decisions. (RT) Descriptors: *Decision Making; *Educational Improvement; Elementary Secondary Education; *Information Utilization; *Models; Planning; Program Evaluation Descriptive Terms: Product of conversations over a two day period with the Network of Researchers, the principal investigators of CSR studies (Washington, DC, October 25-26, 2001). Contract Number: ED-99-CO-0137 Geographic Source: U.S.; District of Columbia ED470427 EA032067 Changing by Design: A Comprehensive Approach to School Reform. {Booklet with Audiotapes}. Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; e-mail: info@ncrel.org; Web site: http://www.ncrel.org/sdrs/pbriefs/98/98-1toc.htm. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1998 Language: English Document Type: Guides--Non-classroom (055); Non-print media (100) Journal Announcement: RIEJUL2003 Abstract: Comprehensive school reform (CSR) focuses on reorganizing and revitalizing entire schools, rather than on implementing individual programs. The idea behind CSR is that schools cannot educate all students to high levels unless all the education system's components work together toward a common goal. Choosing a CSR model can be difficult and frustrating; models, and the information they deliver, vary widely. This multimedia package (a booklet and two audiotapes) presents CSR models and offers guidance on implementing them. The booklet, "Changing by Design: Comprehensive School Reform" (Elizabeth Holman), offers an overview of CSR. It defines CSR; answers the two most frequently asked questions (How much does it cost? and Does it work?); examines factors that have an effect on successful implementation of CSR; and addresses what issues schools and districts should be aware of. The second part of the booklet provides brief descriptions of 17 CSR models. The booklet contains 29 resources, which include guides, reports, and organization Web sites. In Tape 1, "A National Discussion," a panel of policymakers and education experts share their views on CSR. Tape 2, "Stories from the Field," visits several schools and districts that have adopted proven approaches to comprehensive school reform. (WFA) Descriptive Terms: Produced by the NCREL School Development Outreach Project. Contract Number: RJ6006301 Geographic Source: U.S.; Illinois ED467034 EA031784 Unlocking the 9 Components of CSRD. Author: Hansel, Lisa Institutional Author: National Clearinghouse for Comprehensive School Reform, Washington, DC.(BBB36869) Availability: The National Clearinghouse for Comprehensive School Reform, 2121 K Street, Suite 250, Washington, DC 20037. Tel: 877-766-4277 (Toll Free); Fax: 877-308-4995 (Toll Free). For full text: http://www.goodschools.gwu.edu. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB2003 Descriptors: Comprehensive Programs; Educational Administration; Elementary Secondary Education; Program Development; *Program Implementation Descriptive Terms: NCCSR is operated by The George Washington University in partnership with the Council for Basic Education and the Institute for Educational Leadership. Designed by Jody Biggers. Contract Number: ED-99-CO-0137 Geographic Source: U.S.; District of Columbia EJ649265 JC509998 Accelerated Change in Reading Instruction: The Arkansas Comprehensive School Reform Model. Author: Balkman, Jami Ann Availability: For full text: http://www.ohiou.edu/perspectives. Journal Citation: Journal of School Improvement, v2 n1 p11-14 Spr 2001 Publication Date: 2001 ISSN: 1043-3511 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJNOV2002 Abstract: Describes the Arkansas Comprehensive School Reform Model, which focuses on staff development and a collaborative support system for teaching reading in the elementary grades. Reports that preliminary results indicate an average increase of at least 20% on standardized testing scores for students in model classrooms. (NB) Descriptors: *Elementary Education; *Learning Strategies; *Reading Improvement; Reading Skills; *Reading Strategies; Reading Teachers; *Teacher Collaboration; Teaching Methods Identifiers: *Arkansas EJ647095 EA539678 Tracing the Journey of New American Schools. Author: Mirel, Jeffery Availability: P.O. Box 1888, Cedar Rapids, IA 52406-1888. Tel: 319-364-6167; Fax: 319-364-4278; Web site: http://www.buildings.com. Journal Citation: Education Next, v2 n2 p64-72 Sum 2002 Publication Date: 2002 ISSN: 1532-5148 Language: English Document Type: Journal articles (080); Reports--Research (143) Journal Announcement: CIJOCT2002 Abstract: Traces the development of New American Schools, a nonprofit organization created in 1991 to apply a research and development approach to the design and dissemination of models of whole-school reform. (PKP) Descriptors: Academic Achievement; *Curriculum Design; *Educational Change; Elementary Secondary Education; Federal Aid; Federal Legislation; Program Evaluation; Research and Development Identifiers: Comprehensive School Reform Demonstration Program; *New American Schools; Rand Corporation ED465196 EA031675 Facing the Challenges of Whole-School Reform. New American Schools after a Decade. Author: Berends, Mark; Bodilly, Susan J.; Kirby, Sheila Nataraj Institutional Author: Rand Corp., Santa Monica, CA.(CIQ74890) Availability: RAND Distribution Services, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 (Stock No. MR-1498-EDU, $28). Tel: 877-584-8642 (Toll Free); Fax: 310-451-6915; e-mail: order@rand.org. For full text: http://rand.org/publications/electronic/ed.html. Sponsoring Agency: Ford Foundation, New York, NY. (QPX27000)@; New American Schools Development Corp. (BBB32857) Publication Date: 2002 ISBN: BN- 0-8330-3133-3; Language: English Document Type: Book (010); Reports--Evaluative (142) Journal Announcement: RIEDEC2002 Abstract: New American Schools (NAS) was formed in 1991 to create and develop whole-school designs that would be adopted by schools throughout the country in order to improve student performance. This book is a retrospective on NAS and draws together the finding from RAND research. Chapter 1, the introduction, gives an overview of NAS, RAND's purpose and analytic tasks, and study organization. Chapter 2 describes the development of NAS and its whole-school concept. Chapter 3 discusses changes in NAS designs. Chapter 4 describes the implementation of NAS designs during the scale-up phase, and chapter 5 discusses implementation of these designs in a high-poverty district. Chapter 6 provides an analysis of the impact of NAS designs on student achievement. Chapter 7 gives conclusions, observations, and policy implications with regard to the future of whole-school designs. This study shows that applied research and continuous evaluation are key to identifying and disseminating best practices to increase student achievement, that states and school districts must develop policies and practices that support school improvement processes and become embedded into a district's culture to ensure they last beyond one dynamic superintendent, and that broad community understanding and support for school redesign must be built. (Contains 131 references.) (RT) Descriptors: Academic Achievement; Elementary Secondary Education; Program Design; Program Development; Program Effectiveness; Program Evaluation; Program Implementation; *School Organization Identifiers: *Reform Efforts Descriptive Terms: Also supported by the Atlantic Philanthropic Service Company. Geographic Source: U.S.; California EJ634868 EA539324 Response: The Facts about Comprehensive School Reform. Author: Slavin, Robert E. Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Educational Leadership, v59 n1 p84-85 Sep 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: In the May 2001 "Educational Leadership," Stanley Pogrow wrote another article attacking the Success for All program and comprehensive reform. SFA has been highly evaluated in numerous studies and by 52 individual researchers. Pogrow is a competitor who believes his own program (Higher Order Thinking Skills) has been slighted. (Contains 9 references.) (MLH) Descriptors: Elementary Education; *Jealousy; *Misconceptions; *Program Effectiveness; *Reading Programs; *Research Problems Identifiers: *Success for All Program ED461685 UD032298 The Positive Action{R} Model for Comprehensive School Reform: An Agent for Whole-School Change and Parent & Community Involvement. Author: Allred, Carol Gerber Availability: Positive Action Company, 321 Eastland Drive, Twin Falls, ID 83301. Tel: 800-345-2974 (Toll Free); Fax: 208-733-1590; e-mail: paction@micron.net. Publication Date: 1998 Language: English Document Type: Reports--Descriptive (141); Test/questionnaires (160) Journal Announcement: RIEJUL2002 Descriptors: Behavior Patterns; Curriculum; *Educational Change; Educational Philosophy; Elementary School Students; Elementary Secondary Education; *Parent Participation; Program Implementation; *School Restructuring; Secondary School Students; *Self Concept; Geographic Source: U.S.; Idaho ED459301 UD034607 Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education. Author: Slavin, Robert E.; Madden, Nancy A. Availability: For full text: http://www.ncpublicschools.org/closingthegap/IncreasingOppor tunities.pdf. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: December 2001 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEAPR2002 Abstract: This paper discusses comprehensive school reform (CSR), which accepts the importance of standards and accountability but adds to these strategies for introducing innovations in curriculum, instruction, school organization, governance, parent interactions, and other core features of practice. The paper reviews research on the nature and quality of evidence supporting Success for All, the most widely disseminated CSR program. The development of CSR was greatly influenced by the 1997 creation of the Comprehensive School Reform Demonstration Program (CSRD), which provides grants to support adoption of proven CSR models. Many states have aligned state or federal dollars intended to improve professional development or instruction in schools, especially high poverty schools, with CSRD, which increases the number of schools that can adopt CSR programs. Analysis of data evaluating Success for All and comparing it with other reform models indicates that Success for All is effective when fully implemented because the program elements themselves are based on rigorous research. Data show that Success for All produces significantly greater gains than other educational methods and does not lose its effectiveness when disseminated on a very large scale. The results suggest that evidence-based reform may potentially transform educational practice, especially in schools serving high-risk students. (Contains 36 references.) (SM) Descriptors: Accountability; Bilingual Education; Change Strategies; *Educational Change; Educational Policy; Elementary Secondary Education; English (Second Language); Program Effectiveness; Program Evaluation; Special Education; Standardized Tests; *Urban Education Identifiers: *Comprehensive School Reform Demonstration Program; Reform Efforts; *Success for All Program Descriptive Terms: Disseminated by the Success for All Foundation, Baltimore, Maryland. Contract Number: R-117-40005 Geographic Source: U.S.; Maryland ED458703 EA031417 Updated Catalog of School Reform Models. Program Report. Author: Buechler, Mark Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325); National Clearinghouse for Comprehensive School Reform, Washington, DC.(BBB36869) Availability: Northwest Regional Educational laboratory, 101 SW Main Street, Suite 500, Portland, OR 97204. Tel: 800-547-6339 (Toll Free). For full text: http://www.nwrel.org/scpd/catalog/index.shtml. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: October 31, 2001 Language: English Document Type: Reference materials--Directories/Catalogs (132); Reports--Descriptive (141) Journal Announcement: RIEAPR2002 Abstract: The 2001 catalog focuses on updating existing models, reviewing models selected for the first edition, and offering an improved Web site. Sixty-three school-reform models are considered. Thirty-two are entire-school models, 11 are reading or language arts models, 6 are mathematics models, and 4 are science models. Ten other models are not tied to an academic subject. Criteria for selecting models include evidence of effectiveness, extent of replication, implementation assistance provided to schools, and comprehensiveness. Each entry provides the model's origin and scope, general description, results, cost, student populations, special considerations, selected evaluations, sample sites, and contact information. Implementation assistance has separate categories for project capacity, faculty buy-in, initial training, follow-up coaching, networking, and implementation review. A concise summary in table format provides founder, year established, number of schools served, goals, main features, impact on instruction, impact on organization/staffing, impact on schedule, subject-area programs, parental involvement, technology, and materials. The models are not ones "approved" by the Northwest Regional Educational Laboratory, the National Clearinghouse for Comprehensive School Reform, or the U.S. Department of Education for any federally-funded program. The models in this catalog have met certain criteria that suggest they have the potential to help schools improve student performance. Many models not in the catalog have the potential to improve student performance. The use of the catalog to limit the choice of models by schools is discouraged. (RKJ) Descriptors: *Educational Change; Elementary Secondary Education; Instructional Effectiveness; *Instructional Innovation; *Models; *Program Descriptions; Program Effectiveness; Program Evaluation; School District Reorganization Identifiers: *Reform Efforts Descriptive Terms: Part of the School Improvement Program directed by Robert E. Blum. For the First Edition of this catalog, see ED 439 510; for the Addendum to the Catalog, see ED 437 732. Contract Number: ED-01-R-0-001 Geographic Source: U.S.; Oregon ED456513 EA031186 Making Good Choices: Districts Take the Lead. Comprehensive School Reform. Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Tel: 800-356-2735 (Toll Free); Web site: http://goal.ncrel.org/catalog/default.asp. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 87 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB2002 Abstract: Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT) Descriptors: *Academic Achievement; Board of Education Policy; Community Support; *Educational Change; *Educational Improvement; Elementary Secondary Education; School Based Management; *School Districts Descriptive Terms: Contributors include Bryan Hassel, Lenaya Raack, Gina Burkhardt, Melissa Chapko, and Stephanie Blaser. Target Audience: Policymakers; Practitioners Contract Number: RJ96006301 Geographic Source: U.S.; Illinois EJ634868 EA539324 Response: The Facts about Comprehensive School Reform. Author: Slavin, Robert E. Availability: Kluwer Academic Publisher, 101 Philip Dr., Assinippi Park, Norwell, MA 02061. Tel: 781-871-6600. Journal Citation: Educational Leadership, v59 n1 p84-85 Sep 2001 Publication Date: 2001 ISSN: 0013-1784 Language: English Document Type: Journal articles (080); Opinion papers (120); Reports--Descriptive (141) Journal Announcement: CIJAPR2002 Abstract: In the May 2001 "Educational Leadership," Stanley Pogrow wrote another article attacking the Success for All program and comprehensive reform. SFA has been highly evaluated in numerous studies and by 52 individual researchers. Pogrow is a competitor who believes his own program (Higher Order Thinking Skills) has been slighted. (Contains 9 references.) (MLH) Descriptors: Elementary Education; *Jealousy; *Misconceptions; *Program Effectiveness; *Reading Programs; *Research Problems Identifiers: *Success for All Program EJ602798 UD522143 Creating a Comprehensive School Reform Model: The Talent Development High School with Career Academies. Author: Jordan, Will J.; McPartland, James M.; Legters, Nettie E.; Balfanz, Robert Availability: Journal Citation: Journal of Education for Students Placed at Risk (JESPAR), v5 n1-2 p159-81 2000 Publication Date: 2000 ISSN: 1082-4669 Language: English Document Type: Journal articles (080); Reports--Descriptive (141) Journal Announcement: CIJAUG2000 Abstract: Discusses the need for comprehensive reforms in school organization, curriculum and instruction, and professional development to address the problems of large urban high schools. Describes the Talent Development High School with Career Academies model being developed to meet the needs of such schools. (SLD) Descriptors: *Career Academies; Child Development; Curriculum; *Educational Change; High Risk Students; *High School Students; High Schools; Instruction; Models; Organization; Professional Development; Talent; *Urban Schools Identifiers: Reform Efforts Descriptive Terms: Special issue: "CRESPAR Findings (1994-1999): In Memory of John H. Hollifield, Jr." Research supported by the Office of Educational Research and Improvement through Grant R-117-D40005. EJ578395 SE560947 Comprehensive Reform: A Guide for School Leaders. Author: Lockwood, Anne Turnbaugh Availability: North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Journal Citation: New Leaders for Tomorrow's Schools, v5 n2 p2-9 Spr 1998 Publication Date: 1998 Language: English Document Type: Journal articles (080); Reports--General (140) Journal Announcement: CIJAUG1999 Abstract: Describes the U.S. Department of Education's new Comprehensive School Reform Demonstration program which gives schools, especially Title 1 schools, the opportunity to compete for funds to sustain comprehensive and coherent reform. Explains the differences between comprehensive reform and programmatic approaches to school improvement, and examines the effectiveness of three comprehensive-reform efforts. (PVD) Descriptors: Change Strategies; *Disadvantaged Schools; *Educational Change; *Educational Improvement; Educational Objectives; Elementary Secondary Education; *Financial Support; Government Role; Grants; High Risk Students; Leadership; School Funds Identifiers: Department of Education; *Reform Efforts ED460226 UD034679 Guide for Implementing Urban Education Reform in Abbott Districts. New Jersey Department of Education Whole School Reform. Institutional Author: New Jersey State Dept. of Education, Trenton.(QAT59175) Availability: New Jersey State Department of Education, P.O. Box 500, Trenton, NJ 08625-0500. Tel: 609-292-6874; Web site: http://www.state.nj.us/education. For full text: http://www.state.nj.us/njded/abbotts/guide/guide.shtml. Publication Date: September 2000 Language: English Document Type: Guides--Non-classroom (055); Test/questionnaires (160) Journal Announcement: RIEMAY2002 Descriptors: Budgets; Curriculum Development; *Early Childhood Education; *Educational Change; Educational Finance; Elementary Secondary Education; Enrollment Projections; School Based Management; *Urban Education; *Urban Schools Identifiers: *New Jersey; *Reform Efforts Descriptive Terms: Prepared by the New Jersey Department of Education Division of Finance and Student Services with contributions from the Public School Districts of Camden, Newark, and Pleasantville. Geographic Source: U.S.; New Jersey ED459450 CS014603 Improving Early Reading: A Resource Guide for Elementary Schools. Author: St. John, Edward P.; Loescher, Siri Ann Institutional Author: ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN.(BBB30995); Indiana Univ., Bloomington. Education Policy Center.(BBB29011) Availability: Indiana Education Policy Center, Smith Center for Research in Education, Suite 170, 2805 E. 10th St., Indiana University, Bloomington, IN 47408-2698. Tel: 812-855-1240; Web site: http://www.indiana.edu/~iepc/. Sponsoring Agency: Indiana State Dept. of Education, Indianapolis. (BBB23802)@; Lilly Endowment, Inc., Indianapolis, IN. (BBB07475)@; Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)@; North Central Regional Educational Lab., Naperville, IL. (BBB36590) Publication Date: December 2001 Language: English Document Type: Guides--Non-classroom (055); ERIC product (071) Journal Announcement: RIEMAY2002 Abstract: Indiana's Early Intervention Grant Program (EIGP) provides funding for Reading Recovery and other early interventions focused on improvement in early reading programs (Grades 1-5). This resource guide provides information that schools in Indiana can use to plan for proposals for EIGP and other grant programs, such as comprehensive school reform (CSR). The guide has four parts plus appendixes. Part I: The Resource Guide provides background on research-based reading reforms, early reading interventions, comprehensive reforms, Indiana Academic Standards for reading, and suggestions for using the guide. Part II: Early Reading Interventions compares the program features of targeted interventions (e.g., Early Steps, Reading Recovery) and classroom-based interventions (e.g., Four Blocks, Literacy Collaborative). Part III: Comprehensive School Reforms compares two types of comprehensive reforms that include a focus on early reading; process-oriented reforms (e.g., Accelerated Schools Project) and curriculum-based reforms (e.g., Success for All). Part IV: Assessing Early Reading Programs consists of a step-by-step guide for assessing early reading programs and developing a grant proposal. Appended are a glossary of program features; an early reading and literacy classroom survey; and charts showing program features related to standards. (NKA) Descriptors: *Beginning Reading; *Early Intervention; Elementary Education; Grants; *Reading Instruction; *Reading Programs; Resource Materials Identifiers: *Indiana; Reading Recovery Projects Descriptive Terms: Written with the assistance of associates. Contract Number: ED-99-CO-0028 Geographic Source: U.S.; Indiana ED459301 UD034607 Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education. Author: Slavin, Robert E.; Madden, Nancy A. Availability: For full text: http://www.ncpublicschools.org/closingthegap/IncreasingOppor tunities.pdf. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: December 2001 Language: English Document Type: Information Analysis (070) Journal Announcement: RIEAPR2002 Abstract: This paper discusses comprehensive school reform (CSR), which accepts the importance of standards and accountability but adds to these strategies for introducing innovations in curriculum, instruction, school organization, governance, parent interactions, and other core features of practice. The paper reviews research on the nature and quality of evidence supporting Success for All, the most widely disseminated CSR program. The development of CSR was greatly influenced by the 1997 creation of the Comprehensive School Reform Demonstration Program (CSRD), which provides grants to support adoption of proven CSR models. Many states have aligned state or federal dollars intended to improve professional development or instruction in schools, especially high poverty schools, with CSRD, which increases the number of schools that can adopt CSR programs. Analysis of data evaluating Success for All and comparing it with other reform models indicates that Success for All is effective when fully implemented because the program elements themselves are based on rigorous research. Data show that Success for All produces significantly greater gains than other educational methods and does not lose its effectiveness when disseminated on a very large scale. The results suggest that evidence-based reform may potentially transform educational practice, especially in schools serving high-risk students. (Contains 36 references.) (SM) Descriptors: Accountability; Bilingual Education; Change Strategies; *Educational Change; Educational Policy; Elementary Secondary Education; English (Second Language); Program Effectiveness; Program Evaluation; Special Education; Standardized Tests; *Urban Education Identifiers: *Comprehensive School Reform Demonstration Program; Reform Efforts; *Success for All Program Descriptive Terms: Disseminated by the Success for All Foundation, Baltimore, Maryland. Contract Number: R-117-40005 Geographic Source: U.S.; Maryland ED458703 EA031417 Updated Catalog of School Reform Models. Program Report. Author: Buechler, Mark Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325); National Clearinghouse for Comprehensive School Reform, Washington, DC.(BBB36869) Availability: Northwest Regional Educational laboratory, 101 SW Main Street, Suite 500, Portland, OR 97204. Tel: 800-547-6339 (Toll Free). For full text: http://www.nwrel.org/scpd/catalog/index.shtml. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: October 31, 2001 Language: English Document Type: Reference materials--Directories/Catalogs (132); Reports--Descriptive (141) Journal Announcement: RIEAPR2002 Abstract: The 2001 catalog focuses on updating existing models, reviewing models selected for the first edition, and offering an improved Web site. Sixty-three school-reform models are considered. Thirty-two are entire-school models, 11 are reading or language arts models, 6 are mathematics models, and 4 are science models. Ten other models are not tied to an academic subject. Criteria for selecting models include evidence of effectiveness, extent of replication, implementation assistance provided to schools, and comprehensiveness. Each entry provides the model's origin and scope, general description, results, cost, student populations, special considerations, selected evaluations, sample sites, and contact information. Implementation assistance has separate categories for project capacity, faculty buy-in, initial training, follow-up coaching, networking, and implementation review. A concise summary in table format provides founder, year established, number of schools served, goals, main features, impact on instruction, impact on organization/staffing, impact on schedule, subject-area programs, parental involvement, technology, and materials. The models are not ones "approved" by the Northwest Regional Educational Laboratory, the National Clearinghouse for Comprehensive School Reform, or the U.S. Department of Education for any federally-funded program. The models in this catalog have met certain criteria that suggest they have the potential to help schools improve student performance. Many models not in the catalog have the potential to improve student performance. The use of the catalog to limit the choice of models by schools is discouraged. (RKJ) Descriptors: *Educational Change; Elementary Secondary Education; Instructional Effectiveness; *Instructional Innovation; *Models; *Program Descriptions; Program Effectiveness; Program Evaluation; School District Reorganization Identifiers: *Reform Efforts Descriptive Terms: Part of the School Improvement Program directed by Robert E. Blum. For the First Edition of this catalog, see ED 439 510; for the Addendum to the Catalog, see ED 437 732. Contract Number: ED-01-R-0-001 Geographic Source: U.S.; Oregon ED456513 EA031186 Making Good Choices: Districts Take the Lead. Comprehensive School Reform. Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: North Central Regional Educational Laboratory, 1900 Spring Road, Suite 300, Oak Brook, IL 60523-1480. Tel: 800-356-2735 (Toll Free); Web site: http://goal.ncrel.org/catalog/default.asp. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 87 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB2002 Abstract: Public schools across the country are aiming to improve student performance by engaging in comprehensive school reform (CSR). This guide was created to help school districts make CSR an integral part of their strategies for improving student achievement. Five components for CSR are described: (1) Strategizing, whereby the district supports CSR by setting overall standards and goals, allocating resources, and evaluating progress over time; (2) Building Support, whereby the district informs stakeholders and gains the buy-in of the community in the school-reform process; (3) Facilitating Informed Choice, whereby the district helps each school develop a comprehensive school-reform strategy that meets its needs; (4) Forging a New Compact with Schools, whereby the district gives schools increased authority to pursue reform while holding them accountable for results; and (5) Building Capacity, whereby the district creates a capacity-building system that enables each school to strengthen teaching, learning, and leadership. Each of these components begins with a set of practical Action Steps, Action Questions, and Action Tools for exploring, reflecting upon, and organizing actions. A number of assessment tools are included to help in identifying how the district stands relative to the five components and in pinpointing areas in which the district needs immediate attention. (RT) Descriptors: *Academic Achievement; Board of Education Policy; Community Support; *Educational Change; *Educational Improvement; Elementary Secondary Education; School Based Management; *School Districts Descriptive Terms: Contributors include Bryan Hassel, Lenaya Raack, Gina Burkhardt, Melissa Chapko, and Stephanie Blaser. Target Audience: Policymakers; Practitioners Contract Number: RJ96006301 Geographic Source: U.S.; Illinois ED455079 RC023086 Reducing the Gap: Success for All and the Achievement of African-American and Latino Students. Author: Slavin, Robert E.; Madden, Nancy A. Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 2001 Language: English Pages: 26 Document Type: Reports--Evaluative (142); Speeches/meeting papers (150) Journal Announcement: RIEDEC2001 Abstract: One educational innovation that is having a widespread and disproportionate impact on the gap in academic achievement between African-American and Latino children and their White peers is Success for All (SFA), a comprehensive reform model for elementary schools piloted in Baltimore in 1987. SFA, a whole-school reform model that focuses primarily on reading, provides schools with research-based curriculum materials, instructional strategies, and extensive professional development and follow-up. It provides one-to-one tutoring for young children struggling in reading, as well as active parent involvement programs. A large number of studies have found significant positive effects of SFA on the reading achievement of African-American and Latino students. A Texas statewide evaluation of 111 SFA schools found that while the racial gap in Texas Assessment of Academic Skills reading achievement was diminishing for all Texas schools, 1994-98, it diminished significantly more for African-American and Latino students in SFA schools. For schools that had implemented SFA for the longest time, the final gap was only 4 percentage points for African-American students and 7 for Latinos, compared to 14 and 10, respectively, for Texas African-American and Latino students not in SFA schools. The results of these studies suggest that African-American and Latino students may be particularly responsive to improved quality of instruction, and that with a variety of educational interventions it may be possible to substantially reduce or eliminate the persistent achievement gap. (Contains 18 references and 8 figures.) (TD) Descriptors: *Academic Achievement; *Achievement Gains; *Black Students; Change Strategies; *Educational Change; Elementary Education; *Hispanic American Students; Improvement Programs; Models; Outcomes of Education; Program Evaluation; Racial Differences; Reading Achievement; *Reading Instruction Identifiers: African Americans; Latinos; *Success for All Program; Texas Descriptive Terms: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). Contract Number: R-117-40005 Geographic Source: U.S.; Maryland ED448505 EA030764 Comprehensive School Reform: Research-Based Strategies To Achieve High Standards. A Guidebook on School-Wide Improvement. Author: Hale, Sylvie van Heusden Institutional Author: WestEd, San Francisco, CA. Northern California Comprehensive Assistance Center.(BBB35956) Availability: WestEd, Attn: Publications, 730 Harrison Street, San Francisco, CA 94107 (190-page guidebook, 15-minute overview video and 30-minute school profiles video, $59.95). Tel: 415-615-3144; Fax: 415-512-2024. For full text: http://www.wested.org/csrd/guidebook. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 2000 Language: English Pages: 227 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEJUN2001 Abstract: This guidebook provides a framework for planning schoolwide improvements. It is intended to help educators redesign schools, move beyond piecemeal reforms, and reconfigure entire academic programs to help every student meet challenging standards. The guidebook describes the context of comprehensive school reform and offers a process for conducting comprehensive data analysis, planning, and implementation. It includes tools and activities to facilitate planning and implementation, profiles of successful schools, and lists of additional resources. The first of nine sections offers an introduction and the purpose of the guide, which is followed by a discussion of the context of comprehensive school reform. The next five sections discuss the key elements of comprehensive school reform and include an explication of a demonstration program; notes on how to build a solid foundation for schoolwide reform; advice on gathering information and then planning, implementing, and sustaining comprehensive schoolwide reform; and a list of tools and activities needed for reform efforts. The document includes seven profiles of successful schools and lists various resources that can be used to aid the reform effort. Two videotapes that provide an overview of comprehensive school reform and document visits to several schools as they implemented reform efforts are included. (RJM) Descriptors: Change Strategies; *Comprehensive Programs; *Educational Change; *Educational Improvement; Elementary Secondary Education; Instructional Improvement; *Strategic Planning Descriptive Terms: The overview and school profiles videotapes are not available from ERIC. Produced with the Region XI Northern California Comprehensive Assistance Center. Target Audience: Administrators; Practitioners Contract Number: S283A950042-98D Geographic Source: U.S.; California ED447599 EA030774 How To Evaluate Comprehensive School Reform Models. Getting Better by Design, Volume 8. Author: Ross, Steven M. Institutional Author: New American Schools Development Corp.(BBB32857) Availability: New American Schools, 1560 Wilson Boulevard, Suite 901, Arlington, VA 22209. Tel: 703-908-9500; e-mail: info@nasdc.org; Web site: http://www.naschools.org. Sponsoring Agency: Annenberg Foundation, St. Davids, PA. (BBB31120)@; Education Commission of the States, Denver, CO. (BBB00544) Publication Date: 2000 Language: English Pages: 25 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2001 Abstract: This guide is designed to help school district leaders promote comprehensive school reform (CSR) and to assist schools in evaluating the implementation and outcomes of their CSR models. The guide discusses why evaluation is critical and how to use it as a tool for continuous improvement in CSR models. Summative and formative evaluations are discussed. Among the key outcomes that formative evaluations consider are implementation progress, school climate, classroom teaching and learning activities, and teacher buy-in. Each of these areas is examined separately, and suggestions are made for the data collection instruments, procedures, analyses, and interpretation of results appropriate for each outcomes. The process of conducting evaluations for continuous improvement should yield a diagnostic report that forms the basis for discussion with school staff, the principal, the school leadership team, and appropriate parents, community representatives, and district administrators. A case study demonstrates how the Memphis City School District, Tennessee, is measuring outcomes on a regular basis. A glossary explains terms that may be unfamiliar to users. (Contains 6 figures and 11 references.) (SLD) Descriptors: *Educational Change; *Educational Methods; Elementary Secondary Education; Formative Evaluation; *Outcomes of Education; *Program Evaluation; Summative Evaluation Identifiers: *Reform Efforts Target Audience: Administrators; Practitioners Geographic Source: U.S.; Virginia ED447564 EA030693 Comprehensive School Reform Demonstration Program: Mid-Continent Regional Educational Laboratory CSRD Model Developers Activity and Plan. Revised. Institutional Author: Mid-Continent Regional Educational Lab., Aurora, CO.(BBB23081) Availability: EDRS Price MF01/PC01 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: March 23, 2000 Language: English Pages: 9 Document Type: Reports--Descriptive (141) Journal Announcement: RIEMAY2001 Abstract: This paper provides data on the Comprehensive School Reform Demonstration (CSRD) program in the mid-continent region. Started in 1998 and part of the Mid-Continent Research for Education and Learning and Model Developers Plan, the CSRD program aims to increase student achievement by assisting schools across the country to implement successful, comprehensive school reforms. Seventeen comprehensive school reform models were identified as examples of strategies a school might adopt. To date, all states in the Mid-Continental Regional Educational Laboratory's central region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) have completed initial rounds of CSRD funding, with South Dakota and Missouri completing second and third rounds. Thirty-two school-reform models are being implemented in 92 sites. Some of the challenges identified by model developers are the isolation felt by schools in a district where no other schools are engaged in reform efforts and the lack of support among some teachers who do not recognize the stages of implementation of a new initiative, especially the inevitable implementation dip. Four tables present data on the number of different program models being implemented in each state, the distribution of models across states, model developers in the McREL region not under CSRD, and numbers of alternative models. (RJM) Descriptors: *Change Strategies; Comprehensive Programs; Educational Administration; *Educational Change; *Educational Improvement; Elementary Secondary Education; Models; *School Restructuring Identifiers: *Comprehensive School Reform Demonstration Program Geographic Source: U.S.; Colorado ED447424 CS014118 Direct Instruction. Institutional Author: Education Commission of the States, Denver, CO.(BBB00544) Availability: Education Commission of the States, 707 17th St., #2700, Denver, CO 80202-3427. Tel: 303-299-3600; Web site: http://www.ecs.org. Publication Date: 1999 Language: English Pages: 10 Document Type: Information Analysis (070); Reports--Descriptive (141) Journal Announcement: RIEMAY2001 Abstract: This paper provides an overview of Direct Instruction, an intensive instructional method for grades K-6 based on the theory that learning can be greatly accelerated if instructional presentations are clear, rule out likely misinterpretations and facilitate generalizations. Over 50 instructional programs have been developed based on this teacher-directed, linear approach to learning. Underlying assumptions of Direct Instruction include: (1) all children can be taught; (2) the learning of basic skills and their application in higher-order skills is essential to intelligent behavior and should be the main focus of an instructional program; and (3) disadvantaged students must be taught at a faster rate than typically occurs if they are to succeed in school. More recently, the curricula have been incorporated into a comprehensive school reform model known as the Direct Instruction Model, which includes all three programs--reading, language arts, and math--and affects nearly all school operations. The comprehensive model has been implemented in some 150 schools nationwide. The most widely recognized Direct Instruction program is Reading Mastery, a complete, stand-alone reading and language arts program for students in grades 1-6. Sections of the paper discuss background, philosophy and goals, program components, evidence of effectiveness, professional development and support, implementation, costs, considerations, contact information, and policy issues and questions. (Contains 17 references.) (SR) Descriptors: Educational Research; Elementary Education; High Risk Students; *Instructional Effectiveness; Instructional Materials; Language Arts; Mathematics Instruction; *Program Content; Program Descriptions; Reading Instruction; *Reading Programs; Reading Research; Remedial Programs; *Remedial Reading Identifiers: *Direct Instruction Geographic Source: U.S.; Colorado ED445403 EA030609 Evaluating Whole-School Reform Efforts: A Guide for District and School Staff. Second Edition. Author: Yap, Kim; Aldersebaes, Inge; Railsback, Jennifer; Shaughnessy, Joan; Speth, Timothy Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: EDRS Price MF01/PC07 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: August 2000 Language: English Pages: 173 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAR2001 Abstract: This guidebook provides evaluation assistance to district and school staff. It was published in response to the Comprehensive School Reform Demonstration (CSRD) Program, passed by Congress in 1997 to provide incentives and support for low-performing, high-poverty schools. CSRD is an attempt to ensure that schools conduct evaluation of whole-school reform efforts in a way that provides valid and useful information for accountability and program improvement. The guide does not examine the philosophical underpinnings of evaluation issues. Rather, it provides guideposts that district and school staff can consider in choosing an approach to evaluating their school-reform efforts. It is intended for use by school staff at sites that have stated goals for student achievement and have already decided on one or more comprehensive strategies for reaching their goals. The text is arranged in a "train the trainer" format and is organized so as to assist in the design of a professional-development workshop. The book focuses on implementation evaluation and impact evaluation. Various design samples are also included to help schools customize their evaluation efforts. Each chapter includes handouts, small-group activities, transparency masters, and step-by-step instructions for creating an effective evaluation. A list of print and online resources appears in the back. (RJM) Descriptors: *Educational Administration; Educational Change; Elementary Secondary Education; *Formative Evaluation; *Program Evaluation; School Organization; School Restructuring Identifiers: Comprehensive School Reform Demonstration Program Target Audience: Administrators; Practitioners Contract Number: S283A50041-99C Geographic Source: U.S.; Oregon ED445148 UD033745 Lessons for Scaling Up: Evaluations of the Talent Development Middle School's Student Team Literature Program. Author: Plank, Stephen B.; Young, Estelle Institutional Author: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.(BBB33036) Availability: For full text: http://www.csos.jhu.edu. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036)@; Carnegie Corp. of New York, NY. (QPX12280) Publication Date: June 2000 Report Number: CRESPAR-R-46 Language: English Pages: 35 Document Type: Reports--Research (143) Journal Announcement: RIEFEB2001 Abstract: Comprehensive school reform efforts are an increasingly visible part of the educational landscape. Policymakers, educators, and researchers are eager to assess the effectiveness of these models, especially regarding their utility in the most troubled settings. This paper reports results from one such reform, the Talent Development Middle School (TDMS). Focusing on reading comprehension, the report analyzes data from two Philadelphia, Pennsylvania, middle schools that have been implementing TDMS and from two comparison schools. Hierarchical linear models suggest that TDMS has had overall positive effects on achievement. In general, otherwise similar students in Talent Development schools outperform comparison students, controlling for prior achievement. However, this overall TDMS effect is neither mediated nor accompanied by a positive effect of one recommended component of the TDMS approach -- peer-assisted learning. In addition, differential effects of Talent Development by grade were found. In the two Talent Development schools, which serve grades 5 through 8, some troubling trends have been found in sixth grade results. In light of this finding, implications for model development and future research are discussed. An appendix describes the TDMS model's core curriculum in detail. (Contains 7 tables, 2 figures, and 23 references.) (Author/SLD) Descriptors: Educational Change; Educational Policy; *Middle School Students; Middle Schools; Models; Peer Teaching; Program Evaluation; *Program Implementation; Reading Comprehension; *Talent; *Urban Schools Identifiers: *Philadelphia School District PA Contract Number: R-117-D40005 Geographic Source: U.S.; Maryland ED444248 EA030566 Lightspan in Action: A Skill-and-Content Comprehensive School Reform Demonstration Program Model. Proceedings from a CSRD Invited Symposium for Lightspan Reform Model Users (San Diego, California, October 21, 1999). Author: Kohls, Anuradha, Ed.; Porter, Ethel, Ed.; Stafford, Bernice, Ed. Institutional Author: Lightspan Partnership, Inc., San Diego, CA.(BBB35484) Availability: EDRS Price MF01/PC01 Plus Postage. Publication Date: October 21, 1999 Language: English Pages: 16 Document Type: Collected works--Proceedings (021) Journal Announcement: RIEFEB2001 Abstract: These proceedings, from a Comprehensive School Reform Demonstration Program (CSRD) Invited Symposium for Lightspan Reform Model users highlight group participants' experiences in implementing a comprehensive school reform process using the Lightspan "Achieve Now" education program. They shared in various ways how this skill-and-content model engages an entire school community in reflection, renewal, and reform. Schools from five states were represented: Georgia, Kansas, Mississippi, Wisconsin, and Virginia. This article includes highlights from the invited symposium, and illustrates how some schools are meeting the challenge of comprehensive school reform. The article discusses nine components required by the Comprehensive School Reform Demonstration Program: (1) innovative, replicable, research-based strategies; (2) comprehensive design with aligned components; (3) professional development; (4) measurable goals and benchmarks; (5) support within the school; (6) parental and community involvement; (7) external technical support and assistance; (8) evaluation strategies; and (9) coordination of resources. An appendix names symposium participants. (DFR) Descriptors: *Academic Achievement; *Educational Change; *Educational Strategies; Elementary Secondary Education; *Evaluation Criteria; *Parent Participation; Professional Development; Public Schools; Technical Education Identifiers: *Comprehensive School Reform Demonstration Program Geographic Source: U.S.; California ED444243 EA030561 Guiding Comprehensive School Reform. Leadership Folio Series. Institutional Author: Mid-Continent Research for Education and Learning, Aurora, CO.(BBB35978) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1999 Language: English Pages: 36 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEFEB2001 Abstract: This folio series is designed to be used by school leaders--particularly superintendents and principals--involved in the process of comprehensive school reform. The folios can be used to initiate discussion, guide planning, or organize review sessions. The suggestions are intended to help the reader explore possibilities when designing a new reform initiative. The information will also assist in rethinking or reviewing reform efforts already under way. The folio is organized around eight issues that are essential elements of any successful program: research-based innovation, professional development, staff support, family and community involvement, external support and assistance, comprehensive design, resource allocation, and evaluation. Educators will find guidance about thinking comprehensively and ensuring that the intervention envisioned is based on sufficient, high-quality research findings. Suggestions are also provided for engaging the support of teachers and staff, involving family and community members in the life of the school, and using outside consultants, assistance providers, and other sources of external technical support. Tips for creating worthwhile professional development activities, aligning resources to better support program design and implementation, and evaluating progress toward goals and benchmarks are also provided. (Contains 56 references.) (DFR) Descriptors: *Educational Change; Elementary Secondary Education; *Family School Relationship; *Parent Participation; Professional Development; Public Schools; *School Community Relationship; *Staff Development; Technical Education Identifiers: *Comprehensive School Reform Demonstration Program Target Audience: Administrators; Practitioners Geographic Source: U.S.; Colorado ED443155 EA030462 Comprehensive School Reform Demonstration: Interactive Web Site Pilot Project. Sample School Profiles. Author: Clark, Gail; Dickson, Ken; Fultz, Marla Institutional Author: Mid-Continent Research for Education and Learning, Aurora, CO.(BBB35978) Availability: EDRS Price MF01/PC04 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: February 2000 Language: English Pages: 77 Document Type: Collected works--General (020) Journal Announcement: RIEJAN2001 Abstract: The interactive Web site pilot project is a cross-lab project involving 10 regional educational laboratories. The primary goals are to help Comprehensive School Reform Demonstration (CSRD) schools gain and share information, and help build national capacity in comprehensive school reform. The interactive Web site is an online CSRD community designed to allow CSRD-funded schools to create profiles on the Web and join online, moderated discussion groups focused on comprehensive school reform issues. CSRD schools will also have the opportunity to identify schools serving similar populations or using the same school reform model via this Web site. All laboratories agree to introduce the Web site to CSRD schools and assist the schools in registering on the site, entering their school profiles, and joining the discussion groups. A total of 16 of the 92 CSRD schools funded in the McREL region have completed profiles for the interactive Web site and are listed here. The nationwide collection of CSRD schools' profiles will serve as a valuable resource for other schools serving similar populations, using the same school reform model, or launching independent reform programs. (DFR) Descriptors: *Computer Mediated Communication; *Educational Change; Elementary Secondary Education; Evaluation; Financial Support; *Profiles; Public Schools; *World Wide Web Identifiers: *Comprehensive School Reform Demonstration Program; *Mid Continent Research for Education and Learning Contract Number: RJ96006101 Geographic Source: U.S.; Colorado ED443153 EA030460 Comprehensive School Reform Demonstration Program: State Action Plans. Author: Clark, Gail Institutional Author: Mid-Continent Regional Educational Lab., Aurora, CO.(BBB23081) Availability: EDRS Price MF01/PC02 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 2000 Language: English Pages: 33 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2001 Abstract: These Comprehensive School Reform Demonstration (CSRD) state action plans were initially developed in 1998 for the central regional states, which include Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming. They detail the states' specific technical assistance needs, as well as the services to be provided by Mid-Continent Research for Education and Learning (McREL) in collaboration with other service providers. The plans have been revisited to reflect each individual state's changing needs and McREL's assistance plans associated with the federally initiated Demonstration Programs. In tabular format, McREL action plans for each of the central regional states are listed. The plan consists of the following: the specific assistance needed, the strategy to be used, the assistance to be provided to which agency, and the date by which the intervention is to be completed. (DFR) Descriptors: Community Action; *Demonstration Programs; Educational Change; Elementary Secondary Education; Models; Networks; *Professional Development; Program Evaluation; Program Implementation; Program Improvement; Public Schools; Research Design; School Community Programs; *State Action; *State Aid; Technical Assistance; *Theory Practice Relationship Identifiers: *Comprehensive School Reform Demonstration Program; Mid Continent Regional Educational Laboratory CO Contract Number: RJ96006101 Geographic Source: U.S.; Colorado ED443149 EA030456 Strategies for Change: Implementing a Comprehensive School Reform Program, Part 1. Author: Blair, Leslie Institutional Author: Southwest Educational Development Lab., Austin, TX.(BBB00950) Availability: EDRS Price MF01/PC01 Plus Postage. Journal Citation: CSRD Connections, v1 n2 Apr 2000. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: April 2000 Language: English Pages: 13 Document Type: Collected works--Serials (022) Journal Announcement: RIEJAN2001 Abstract: Some schools struggle to implement comprehensive school reform, whereas others succeed. The difference usually is that the successful schools use a combination of effective change strategies. This issue lists six strategies for change that can nearly guarantee success: (1) developing an atmosphere and context conducive to change; (2) developing and communicating a shared vision; (3) planning and providing resources; (4) investing in professional development; (5) monitoring and checking progress; and (6) continuing to give assistance. This issue examines the first three strategies a facilitative leader can use to bring about school change through implementation of a comprehensive school reform program. Case studies of two elementary schools (both Title I, K-5 schools in the same state) illustrate how these strategies were applied. The issue also supplies a discussion of the strategies. Subsections include what principals can do to promote school change and the role of a superintendent in creating a climate for change. An article on "Networking Begins at http://www.CSRDweb.net" by Lacy Wood ends the issue. (DFR) Descriptors: *Educational Change; *Educational Improvement; Elementary Secondary Education; Leadership Qualities; Learning Activities; *Learning Strategies; Principals; Public Schools; *Staff Development; Teacher Effectiveness; Teacher Improvement; Team Teaching; *Teamwork Identifiers: Comprehensive School Reform Demonstration Program; Elementary Secondary Education Act Title I; Southwest Educational Development Laboratory Descriptive Terms: Theme issue. Published quarterly. Contract Number: RJ9600681 Geographic Source: U.S.; Texas ED443145 EA030449 Comprehensive School Reform Demonstration Program: Raising Student Achievement through Research-Based Reforms That Strengthen the Entire School. Institutional Author: Office of Elementary and Secondary Education (ED), Washington, DC.(EDD00014) Availability: EDRS Price MF01/PC01 Plus Postage. Governmental Status: Federal Publication Date: 2000 Language: English Pages: 6 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJAN2001 Abstract: Comprehensive school reform focuses on making coherent schoolwide improvements that affect virtually all aspects of a school's operation, rather than using a piecemeal, fragmented approach to reform. The Comprehensive School Reform Demonstration (CSRD) program aims to raise student achievement by helping public schools across the country implement successful, comprehensive school reforms. The CSRD legislation promotes the use of reliable research and effective practices and emphasizes basic academics and parental involvement. The program provides startup funding to help finance the initial implementation of comprehensive reforms. The program is intended to demonstrate how Title I schoolwide and other funds can be used effectively to support a rigorous, research-based approach to school improvement, even if a school is not receiving CSRD funding. The document offers advice about launching a comprehensive reform effort, key steps for getting started, and nine key components of a comprehensive school reform program. It cites comprehensive reform attempted in the Memphis City Schools, which has been working to implement comprehensive school reform since 1995 through a partnership with New American Schools. (DFR) Descriptors: Educational Change; *Educational Technology; Elementary Secondary Education; Government Publications; *Parent School Relationship; Public Schools; Research Projects; Research Utilization; *School Restructuring; *Student Improvement; Teacher Improvement; *Teaching Models Identifiers: *Comprehensive School Reform Demonstration Program; *Elementary Secondary Education Act Title I; New American Schools Geographic Source: U.S.; District of Columbia ED440441 EA030351 Comprehensive School Reform: Making Good Choices. A Guide for Schools and Districts. Author: Hassel, Bryan Institutional Author: North Central Regional Educational Lab., Oak Brook, IL.(BBB29165) Availability: For free 12-minute companion videotape: 800-356-2735 (Toll Free). Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1998 Language: English Pages: 62 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEOCT2000 Abstract: This guide is designed to help educators make good decisions about comprehensive school reform (CSR). Since CSR takes different forms in different schools, the booklet should help schools craft a unique plan that builds on unique strengths. It emphasizes the importance of choosing carefully one or more research-based CSR models to serve as the centerpiece for reform and then developing a common vision of change. Some 17 models are offered, and, although they might not meet every need of a school's CSR approach, they can provide essential guidance. Since choosing a model is essential to the process, the text lists nine criteria to consider when selecting a plan, which is followed by four basic steps for decision-making: (1) laying the groundwork; (2) evaluating the current situation; (3) profiling an ideal approach; and (4) deciding on a model. These protocols should help educators assess student learning and accomplishments, create a profile of an ideal CSR approach, and conduct research on a variety of CSR models. The bulk of the guide is contained in eight appendices that feature a self-evaluation tool, a summary of a self-evaluation, a profiling tool, a student-population chart, a sample research grid, and a list of resources. (RJM) Descriptors: Educational Administration; *Educational Change; Educational Improvement; Elementary Secondary Education; Instructional Leadership; Models; School Restructuring; Selection Tools Identifiers: *Comprehensive School Improvement Program Target Audience: Administrators; Practitioners Contract Number: RJ6003601 Geographic Source: U.S.; Illinois ED439510 EA030318 Catalog of School Reform Models. First Edition. Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325); Education Commission of the States, Denver, CO.(BBB00544) Availability: EDRS Price MF01/PC09 Plus Postage. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001) Publication Date: March 1998 Language: English Pages: 215 Document Type: Reference materials--Directories/Catalogs (132) Journal Announcement: RIESEP2000 Abstract: This catalog describes 44 school-reform models. It was prepared for the U.S. Department of Education in direct response to the Comprehensive School Reform Demonstration program. The catalog's purpose is to aid schools, school districts, and states as they investigate external models that can be incorporated into comprehensive school-reform programs. The catalog divides these models into two categories: entire-school models, which provide schools with a framework for change covering most or all aspects of school operations, and skill- and content-based models (reading programs, mathematics programs, and so forth), which can be used as building blocks for comprehensive reform. The document contains introductory information on 26 entire-school models and 18 skill- and content-based models. Although all the models are noteworthy, and will figure in comprehensive-reform efforts, the primary criterion for including a model was its strength of impact on student learning. Descriptions of the models were then developed by drawing on books, articles, reports, material prepared by the developers, written responses to information requests, and telephone interviews. Each description lists the origin or scope of the model, a general description, results, implementation plan, costs, student populations, special considerations, selected evaluations, sample sites, contact information, and highlights. Six appendices contain 11 references, components of comprehensive school reform programs, a continuum of evidence of effectiveness, a list of regional educational laboratories, and a list of comprehensive regional assistance centers. (RJM) Descriptors: Change Strategies; *Comprehensive Programs; *Educational Change; Elementary Secondary Education; *Improvement Programs; Instructional Improvement; *Models; School Effectiveness Identifiers: *Comprehensive School Reform Demonstration Program Contract Number: RJ9006501 Geographic Source: U.S.; Oregon ED439508 EA030316 Evaluating Whole-School Reform Efforts: A Guide for District and School Staff. Author: Yap, Kim; Douglas, Inge; Railsback, Jennifer; Shaughnessy, Joan; Speth, Timothy Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: EDRS Price MF01/PC09 Plus Postage. Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: September 1999 Language: English Pages: 203 Document Type: Guides--Non-classroom (055) Journal Announcement: RIESEP2000 Abstract: This guidebook offers suggestions that can help district and school staff choose an approach for evaluating school-reform efforts. It is intended to provide further evaluation assistance to education stakeholders to ensure that schools conduct evaluation of whole-school reform efforts in a way that provides valid and useful information for accountability and program improvement. The book is divided into five sections. The first section summarizes the context of comprehensive school reform, program implementation, program outcome and impact, evaluation design and process, use of data for program improvement, and strategies for strengthening programs through evaluation. The next section discusses implementation evaluation and details preparation for evaluation, how to develop evaluation questions, planning the evaluation, collecting evaluation data, analyzing and interpreting the data, reporting the data, and using data to make program improvements. The handbook also offers instructions to the facilitator and provides tips for preparing transparencies and handouts and for organizing small-group activities. The third section describes impact evaluation, considers four evaluation models, and profiles the evaluation process, such as questions to address, choosing indicators and measures, collecting data, analyzing the data, interpreting the data, using data for program improvement, and monitoring follow-up actions. (Contains an annotated list of 26 references along with a list of on-line publications and resources.) (RJM) Descriptors: *Comprehensive Programs; Educational Assessment; *Educational Change; Elementary Secondary Education; Evaluation Criteria; *Evaluation Methods; Evaluation Needs; School Effectiveness Contract Number: S283A50041-99C Geographic Source: U.S.; Oregon ED437732 EA030213 Addendum to the Catalog of School Reform Models. Institutional Author: Northwest Regional Educational Lab., Portland, OR.(RIK65325) Availability: EDRS Price MF01/PC05 Plus Postage. Sponsoring Agency: Department of Education, Washington, DC. (EDD00001) Publication Date: August 1999 Language: English Pages: 117 Document Type: Reports--Descriptive (141) Journal Announcement: RIEJUL2000 Abstract: This addendum, developed at the request of the U.S. Department of Education, provides information to schools, school districts, states, and others as they plan and implement comprehensive school-reform programs under the Obey-Porter Comprehensive School Reform Demonstration (CSRD) program. The CSRD legislation encourages schools to consider research-based, effective reform models as they develop their comprehensive school-reform programs. This document, which features 20 models, is neither a set of recommended models nor a set of models approved for CSRD funding. Each model was carefully screened by a panel of experts before its inclusion. However, the models are not described in enough detail for school personnel to make fully informed decisions about the models' merits or their applicability to particular school conditions. The examples are presented in two sections: entire-school reform models, and skill- and content-based reform models, which includes reading/language arts, mathematics, science, and other subjects. Each model description features the origin and scope of the program; further information such as results, implementation assistance, costs, student populations, and special considerations are also included. Four appendices list resources and information on components of comprehensive school-reform programs. (Contains 12 references.) (RJM) Descriptors: *Change Strategies; Comprehensive Programs; Educational Administration; *Educational Change; *Educational Policy; Elementary Secondary Education; Excellence in Education; *Models Identifiers: *Comprehensive School Reform Demonstration Program Contract Number: RJ9006501 Geographic Source: U.S.; Oregon ED436589 TM030452 Evaluating for Success. Comprehensive School Reform: An Evaluation Guide for Districts and Schools. Author: Cicchinelli, Louis F.; Barley, Zoe Institutional Author: Mid-Continent Regional Educational Lab., Aurora, CO.(BBB23081) Availability: Mid-Continent Regional Educational Laboratory, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0900; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org . Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1999 Language: English Pages: 67 Document Type: Guides--Non-classroom (055) Journal Announcement: RIEMAY2000 Abstract: This guide is designed to help districts and schools, participating in the federally sponsored Comprehensive School Reform Demonstration Program, meet the evaluation requirements of the program as well as their own needs for useful evaluation information. Much of the information is applicable to any local jurisdiction engaged in school reform that wants to know how its initiatives are working and the changes needed to improve them. The guide presents a five-stage evaluation process which organizes the array of evaluation activities into clusters that are consistent in timing and purpose. The five stages are: (1) planning the evaluation; (2) designing the evaluation; (3) conducting the evaluation; (4) reporting the findings; and (5) encouraging use of the findings. Each chapter focuses on one stage of the evaluation. The appendix contains blank worksheets for use in the evaluation process. (Contains 2 figures, 3 tables, 8 exhibits, and 18 references.) (SLD) Descriptors: *Demonstration Programs; *Educational Change; Elementary Secondary Education; *Evaluation Methods; Evaluation Utilization; Federal Aid; *Program Evaluation; *School Districts; School Restructuring Identifiers: *Reform Efforts Contract Number: RJ96006101 Geographic Source: U.S.; Colorado ED433588 EA029991 Noteworthy Perspectives on Comprehensive School Reform. Institutional Author: Mid-Continent Regional Educational Lab., Aurora, CO.(BBB23081) Availability: EDRS Price MF01/PC03 Plus Postage. Governmental Status: Federal Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC. (EDD00036) Publication Date: 1999 Language: English Pages: 69 Document Type: Reports--Research (143) Journal Announcement: RIEFEB2000 Abstract: This publication is intended to help schools develop and implement comprehensive reform initiatives. It provides an overview of comprehensive school reform and offers suggestions for selecting and implementing research-based instruction, which includes a step-by-step process for selecting and adopting research-based instructional methods that are appropriate for a school or district. The booklet demonstrates how to invigorate education by reinventing staff development. It advocates the use of standards to set clear student goals, such as defining what students should know and be able to do, and then assessing these accomplishments. Each chapter discusses a particular aspect of successful comprehensive reform and can serve as a resource for understanding the key ingredients needed to bring about comprehensive change. All eight chapters present the results of interviews with education leaders and are organized around eight comprehensive school reform program characteristics. The document discusses how visionary leadership can transform schools and gives tips for bringing the public back to public schools. It shows how to evaluate comprehensive school reform initiatives and highlights some innovative approaches to maximizing resources. The text concludes with strategies for aligning the components of comprehensive school reform with successful strategies. Throughout the booklet, successful programs are positioned as models for future reforms. (RJM) Descriptors: Academic Standards; *Change Strategies; *Educational Change; Educational Improvement; Elementary Secondary Education; *Guides; Instructional Leadership Contract Number: RJ96006101 Geographic Source: U.S.; Colorado |