Challenges of Conflicting School Reforms : Effects of New by Mark Berends

By Mark Berends

A decade in the past, New American colleges (NAS) introduced an formidable attempt for whole-school reform to deal with the perceived lagging success of yankee scholars and the lackluster tuition reform makes an attempt that experience produced so few significant alterations. RAND assessed the consequences of NAS designs on lecture room perform and pupil fulfillment in a pattern of faculties in a high-poverty district. It came upon that whereas high-stakes checks could inspire those colleges to extend functionality, they could additionally offer disincentives to undertake richer, extra in-depth curricula which can increase scholars' studying possibilities.

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A total of $260 million has been appropriated for the CSRD program for FY2001. These funds became available July 1, 2001. In FY1998, a total of 1,867 schools received CSRD funds. In FY1999 and FY2000, a small number of additional schools received CSRD awards: 62 schools in FY1999 and 103 in FY2000. These schools include schools in the 50 states, the District of Columbia, New American Schools’ Ambitions for Changing High-Poverty Classrooms 5 grams are targeted to improve the performance of high-poverty schools.

To understand the relative impact of NAS designs (and comprehensive school reform models), we need to address a variety of factors throughout the educational system. No doubt, the process of school change to improve student achievement is complex and difficult. It requires the coordination of a variety of actors and factors to make it work. 1 portrays some of that complexity. , 2001; Kirby, Berends, and Naftel, 2001). 1—A Conceptual Framework for Understanding the Relationships Among NAS Designs, Classroom Instruction, and Student Achievement that are related to changes in classroom instruction and student achievement scores.

However, in conjunction with the qualitative data from this study, the NAS and non-NAS comparisons shed light on a variety of factors related to implementing NAS designs in a high-poverty urban district. Sources of Data 23 Surveys The teacher survey fielded during the spring 1998 semester and then again in spring 1999 was designed to provide a broad measure of instructional practices in NAS and non-NAS classrooms. Teachers were asked to report on a range of instructional strategies, some of which reflected a focus on basic skills and tended toward more conventional practices, and others of which reflected more reform-like methods.

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