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ERIC Number: ED396377
Record Type: Non-Journal
Publication Date: 1996
Pages: 161
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-8330-2369-1
ISSN: N/A
Lessons from New American Schools Development Corporation's Demonstration Phase.
Bodilly, Susan; And Others
The New American Schools Development Corporation (NASDC) was established in 1991 to fund the development of organizations that would create designs for innovative schools and help schools implement those designs. The plan deliberately develops expert organizations to help whole schools transform themselves. This handbook summarizes RAND's formative assessment of the NASDC initiative to develop and implement whole-school designs for improving student outcomes. Data were obtained from a review of teams' proposals, design documents, and reports submitted to NASDC. The teams varied in their progress toward the goal of full implementation. The differences were associated with several factors--team readiness, type of design and approach, and implementation strategy. Teams with effective assistance strategies provided: (1) all staff with a clear, compelling introduction to the design; (2) all staff with relevant training and modeling of new behaviors or processes; (3) concrete materials and models for use in classrooms and other forums for reform; and (4) support for day-to-day implementation. Change in schools was impeded by clashes between schools' cultures and those of the design teams and the inability to address issues of public engagement. Six figures are included. Appendices contain descriptions of the team designs and the evaluation methodology. (Contains 45 references.) (LMI)
RAND, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 (Internet: order@rand.org).
Publication Type: Books; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: New American Schools Development Corp.
Authoring Institution: Rand Corp., Santa Monica, CA. Inst. on Education and Training.
Identifiers: New American Schools Development Corporation
IES Cited: ED565615