| Author(s): | Aladjem, D., Birman, B., Orland, M., Harr-Robins, J., Heredia, A., Parrish, T., and Ruffini, S. |
| Title: | Achieving dramatic school improvement: An exploratory study |
| Source: | http://www.wested.org/online_pubs/dramatic-impr... |
| Date: | 2010 |
| Organization: | West Ed |
| Short Description: | This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period. |
| Annotation: | This report from the Evaluation of the Comprehensive School Reform Program Implementation and Outcomes (ECSRIO) presents findings about low-performing schools that dramatically improved their performance. The focus of this study is on schools that made significant improvements in student achievement in a relatively short (one- to two-year) time frame as well as at a slower, steadier pace over a longer period. To avoid reader confusion, it is emphasized that this study examines quick-and-dramatic as
well as slow-and-steady school improvement retrospectively, seeking to understand the policies, programs, and practices that contributed to “turning around” these schools’ performance. This stands in contrast to current federal policy objectives that aim to prospectively identify the
lowest-performing schools in each state as targets for concerted turnaround interventions. The findings of this study can inform the development of high quality school turnaround designs and programs in these sites. In addition, this report concludes with suggestions for an ongoing research agenda for contemporaneously studying low
-performing schools that are targeted for school turnaround.
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