ERIC Number: EJ958545
Record Type: Journal
Publication Date: 2012
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0022-0671
EISSN: N/A
Student Achievement Outcomes Comprehensive School Reform: A Canadian Case Study
Ross, John A.; Scott, Garth; Sibbald, Timothy M.
Journal of Educational Research, v105 n2 p123-133 2012
The authors conducted a third-party study of the student achievement effects of Struggling Schools, a user-generated approach to Comprehensive School Reform (CSR). The design was a quasiexperimental, pre-post matched sample (N = 180) with school as unit of analysis, drawing on 3 years of achievement data from standardized external assessments. Struggling Schools had a statistically significant positive effect on Grade 3 reading achievement (effect size = 0.48 in 2005-2006 and 0.60 in 2006-2007). There were enduring achievement effects 2 years after exit from the program. The outcomes indicate that CSR approaches based on capacity building, partnerships with an external agency, and accountability enhance student learning. (Contains 6 tables, 1 figure and 1 note.)
Descriptors: School Restructuring, Reading Achievement, Academic Achievement, Case Studies, Quasiexperimental Design, Pretests Posttests, Matched Groups, Statistical Significance, Standardized Tests, Effect Size, Change Strategies, Educational Change, Comprehensive Programs, Accountability, Capacity Building, Partnerships in Education, Foreign Countries, Criterion Referenced Tests, Control Groups, Educational Research, Underachievement, Disadvantaged Schools, Achievement Gains
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A