2 options
Facing the challenges of whole-school reform : New American Schools after a decade / Mark Berends, Susan J. Bodilly, Sheila Nataraj Kirby.
Van Pelt Library LB2822.82 .B455 2002
Available
LIBRA LB2822.82 .B455 2002
Available from offsite location
- Format:
- Book
- Author/Creator:
- Berends, Mark, 1962-
- Language:
- English
- Subjects (All):
- New American Schools (Organization).
- School improvement programs--United States.
- School improvement programs.
- United States.
- Physical Description:
- xliv, 222 pages : illustrations ; 23 cm
- Place of Publication:
- Santa Monica, CA : Rand Education, 2002.
- Summary:
- After a decade of studies, this report draws together RAND's research on New American Schools, highlighting the organization's significant contribution to comprehensive school reform and noting the challenges that came with implementing whole-school designs.
- Contents:
- An Overview of NAS 2
- RAND's Purpose and Analytic Tasks 5
- Conceptual Framework for Understanding Implementation and Performance in NAS Schools 8
- External Change Agents and School Improvement 8
- RAND's Conceptual Framework 11
- RAND's Program of Studies of New American Schools 17
- Development and Demonstration Phase 17
- Scale-Up Phase 24
- Ongoing Research 27
- Caveats and Limitations 27
- Organization of This Study 28
- Chapter 2 The Development of New American Schools 31
- NAS's Whole-School Design Concept 32
- Request for Proposals 33
- NAS Design Team Selections 37
- Development Phase and the Decision to Reduce the Number of Teams 41
- The Demonstration Phase and Further Reduction in the Teams 45
- Lessons and the Strategy for Scale-Up 47
- Selection of Scale-Up Partners 50
- Scale-Up Experiences, 1995-1998 52
- Comprehensive School Reform and the New NAS 54
- The New NAS 55
- Chapter 3 Changes in NAS Designs 59
- General View of Why Education Interventions Change Over Time 60
- Findings 63
- Intervening Experiences 63
- Summary and Policy Implications 67
- Chapter 4 Implementation of NAS Designs During the Scale-Up Phase 71
- An Overview of NAS Schools 71
- Studies of Implementation: Research Questions, Methodology, and Limitations 74
- Limitations of the Study 75
- Implementation Levels in NAS Schools 77
- Measuring Implementation in the Case Study Analysis 77
- Constructing a Core Implementation Index 77
- Findings 79
- Factors Affecting Implementation in NAS Schools 85
- Designs and Design-Based Assistance 85
- School Capacity 87
- School Context 88
- Selection Process 89
- District Context 90
- Factors That Contributed to the Decision to Drop the Design 91
- Summary and Policy Implications 93
- Level of Implementation 93
- Factors Affecting Implementation 93
- Chapter 5 Implementation of NAS Designs in a Highpoverty District 95
- Methodology 96
- Limitations 97
- Choice of District 99
- San Antonio Context 100
- Pressures to Improve State Test Scores 101
- NAS's Essential Role in the District's Reform Strategy 104
- Findings 106
- Adoption of Designs 106
- District Assistance for Design Implementation 108
- Professional Development 109
- Teacher Support for the NAS Designs in San Antonio 112
- Instructional Practices 114
- Conventional Instructional Practices 115
- Reform-Like Instructional Practices 116
- Summary and Policy Implications 121
- Chapter 6 NAS Designs and Academic Achievement 123
- Background of the Analysis 124
- Monitoring Academic Progress with School-Level Test Scores 125
- Comparing NAS Schools with District Averages: Setting Expectations 128
- Sample of NAS Schools for Performance Trend Analyses 128
- Differences in School Performance by Jurisdiction 129
- Differences in School Performance by Design Team 129
- The Link Between Implementation and Performance at the School Level 130
- Monitoring Academic Progress with Student-Level Test Scores 133
- Student Achievement in San Antonio 134
- Student Achievement in Memphis 136
- Findings from Case Studies 139
- Summary and Policy Implications 140
- Evidence from Other Studies 141
- Chapter 7 The Future of Whole-School Designs: Conclusions, Observations, and Policy Implications 143
- Uniqueness of the RAND Approach 143
- The Contribution of New American Schools 145
- Implications for the External Change Agent Theory of Action 146
- Implications for Current Policy: A Cautionary Note 151
- Appendix Methodology for the Studies on Implementation and Performance 171.
- Notes:
- "Prepared for New American Schools."
- "MR-1498-EDU"--P. [4] of cover.
- Includes bibliographical references (pages 209-222).
- ISBN:
- 0833031333
- OCLC:
- 49288116
The Penn Libraries is committed to describing library materials using current, accurate, and responsible language. If you discover outdated or inaccurate language, please fill out this feedback form to report it and suggest alternative language.