Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district / / Mark Berends ... [et al.].
New American Schools (NAS) offers whole-school designs for schools and districts seeking to significantly raise the achievement of large numbers of students. This work has evaluated NAS reforms' effects on students and teachers in high-poverty schools.
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| TeilnehmendeR: | |
| Year of Publication: | 2002 |
| Edition: | 1st ed. |
| Language: | English |
| Series: | RAND education
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| Physical Description: | 1 online resource (197 p.) |
| Notes: | "Supported by New American Schools." |
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Table of Contents:
- PREFACE; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; ACRONYMS; Chapter One NEW AMERICAN SCHOOLS' AMBITIONS FOR CHANGING HIGH-POVERTY CLASSROOMS; SCALING UP NAS DESIGN TEAMS; RELATIONSHIP OF NAS TO FEDERAL SUPPORT FOR SCHOOLWIDE CHANGE; PURPOSE AND STUDY QUESTIONS; STUDY DESIGN; UNDERSTANDING THE RELATIONSHIPS AMONG NAS DESIGNS, CLASSROOM INSTRUCTION, AND STUDENT ACHIEVEMENT; ORGANIZATION OF REPORT; Chapter Two SOURCES OF DATA; TEACHER DATA; STUDENT DATA; CAVEAT; Chapter Three THE DISTRICT CONTEXT FOR IMPLEMENTATION OF NEW AMERICAN SCHOOLS' DESIGNS IN SAN ANTONIO
- DISTRICT CONTEXT BEFORE THE NEW, REFORM-MINDED SUPERINTENDENTDISTRICT REORGANIZATION; NEW AMERICAN SCHOOLS IN SAN ANTONIO; THE INTRODUCTION OF NAS DESIGNS TO SCHOOLS; THE DISTRICT'S ROLE IN SUPPORTING COMPREHENSIVE SCHOOL REFORM; IMPACT OF INCREASING STATE ACCOUNTABILITY; SUMMARY; Chapter Four IMPLEMENTATION OF NEW AMERICAN SCHOOLS WITHIN A SYSTEM OF HIGH-STAKES ACCOUNTABILITY; NAS DESIGNS PROVIDED ASSISTANCE TO CHALLENGING SCHOOLS; PRESSURES TO IMPROVE STATE TEST SCORES; ADOPTION OF DESIGNS; DISTRICT ASSISTANCE FOR DESIGN IMPLEMENTATION; PROFESSIONAL DEVELOPMENT; PRINCIPAL LEADERSHIP
- TEACHER COLLABORATIONTEACHER SUPPORT FOR THE NAS DESIGNS; Chapter Five CLASSROOMS IMPLEMENTING NAS DESIGNS IN A REFORM-MINDED DISTRICT; DISTRICT RESTRUCTURING OF THE CURRICULUM; CLASSROOM ORGANIZATION; INSTRUCTIONAL PRACTICES; CONVENTIONAL INSTRUCTIONAL PRACTICES; EXAMPLES OF STUDENT WORK; TEACHER-REPORTED EFFECTS OF REFORM; OVERARCHING THEMES; Chapter Six EFFECTS OF INSTRUCTIONAL CONDITIONS ON STUDENT ACHIEVEMENT; DISTRICT-LEVEL DATA AND DEPENDENT VARIABLES; OPERATIONALIZING THE INDEPENDENT VARIABLES; STUDENT ACHIEVEMENT IN SAN ANTONIO: MULTILEVEL ANALYSIS; ANALYSIS OF THE DISTRICT SAMPLE
- MULTIVARIATE RESULTS FOR SAN ANTONIOSTUDENT-LEVEL EFFECTS; TEACHER- AND CLASSROOM-LEVEL EFFECTS; SCHOOL-LEVEL EFFECTS; GOODNESS OF FIT; RAND'S SURVEY SAMPLE DATA AND DEPENDENT VARIABLES; ADDITIONAL INDEPENDENT VARIABLES FROM THE TEACHER SURVEY; MULTILEVEL ANALYSIS IN THE SURVEY SAMPLE; ANALYSIS OF THE SURVEY SAMPLE; MULTILEVEL RESULTS FOR THE SURVEY SAMPLE; SUMMARY; Chapter Seven IMPLICATIONS FOR SCHOOL IMPROVEMENT IN HIGH-POVERTY SETTINGS; TOWARD BETTER EDUCATIONAL POLICY; SCHOOL LEADERSHIP; SUPPORT FOR SCHOOLWIDE REFORM
- Appendix A MULTILEVEL MODELS USED TO EXAMINE RELATIONSHIPS AMONG CLASSROOM CONDITIONS AND STUDENT ACHIEVEMENTAppendix B MULTILEVEL RESULTS FOR THE RELATIONSHIPS OF 1998 TEST SCORES TO STUDENT, CLASSROOM, AND SCHOOL FACTORS IN FOURTH GRADE SAMPLE; BIBLIOGRAPHY