An unprecedented amount of attention in recent years has been focused on turning around low-performing schools. Drawing on insights from Tyack and Cuban's (1995) "Tinkering Toward Utopia," the article analyzes the forces behind the school turnaround phenomenon and how they have evolved since passage of the No Child Left Behind Act. The article…

This article presents a review of widely implemented, externally developed whole school improvement models. The models serve elementary, middle, and high schools and schools operated by education service providers. A systematic review of the research was conducted using rigorous evidence standards. Across models, the whole school improvement…

One of the greatest challenges to comprehensive school reform (CSR) is sustaining reform over a period long enough to produce substantial effects. This article highlights the importance of studying sustainability as well as the importance of being clear about what is being sustained, distinguishing between a sustained reform relationship and…

The process through which a school adopts a comprehensive school reform (CSR) model has been suggested to be a key element in the lifecycle of school reform, contributing to stakeholder buy in and subsequent implementation. We studied the model adoption process, both on a national scale with survey data and in more depth with qualitative case…

Comprehensive school reform (CSR) is only as effective as its implementation. By using data collected for the National Longitudinal Evaluation of Comprehensive School Reform (NLECSR), this article explores the factors that predict CSR model implementation and the ways that CSR model implementation varies. We found little difference in the fidelity…

This article reviews findings from scientific research that has been conducted in the United States since 1980 on the educational outcomes of English language learners (ELLs). The studies selected for review here are a subset of a more comprehensive body of research conducted during this period that is reported in Genesee, Lindholm-Leary,…

The student-assessment results that schools must report to satisfy No Child Left Behind (NCLB) requirements could be useful in pinpointing strengths and weaknesses in instructional programs and students' skills. However, many school staffs lack the expertise to learn from assessment results. We describe lessons learned from a yearlong workshop…

Introduces a theme issue that examines Baltimore's educational reform efforts, placing Baltimore's city-state partnership (resulting from Maryland State Senate Bill 795) in a historical and political context, relating it to national developments, and presenting major findings concerning successes and problems attending the partnership after 5…

Evaluation of the Baltimore City Public School System (BCPSS) city-state partnership examined: whether BCPSS improved student achievement and system management, whether improvements related to new state-mandated governance structures, and whether levels and use of funds were sufficient. Highlights data collection and methodology, student test…

Examines progress in student achievement in the Baltimore City Public School System from 1993 forward, describing both actual change over time and projected patterns of change based on current performance trends in direct instruction, achievement first, and reconstitution-eligible schools. BCPSS has made broad-based progress toward achievement…

Since passage of Maryland State Senate Bill 795 and adoption of the Master Plan, considerable effort has gone into enhancing instruction and instructional support services in the Baltimore City Public School System. Describes various instructional elements, examining: the citywide curriculum framework; training on new curriculum materials;…

Since passage of Maryland State Senate Bill 795, the Baltimore City Public School System has implemented and advanced on a broad, multipronged front to enhance the quality, stability, and effectiveness of its school workforce. Examines four prongs: recruitment, retention, professional development, and performance evaluation of teachers and…

Examines changes that occurred in the governance and management of the Baltimore City Public School System following implementation of Maryland State Senate Bill 795, focusing on: the new Board of School Commissioners and key leadership staff; the master plan guiding reform; use of additional funds; supports provided by the Office of Research,…

Summarizes what has been learned about the impact of the City-State Partnership in the Baltimore City Public School System, focusing on whether or not there have been improvements in student achievement and in management of the system, whether the improvement is the result of new governance structures established by Maryland State Senate Bill 795,…

Discusses the educational reform context that gave rise to the Baltimore City-State Partnership, noting how the Partnership can inform standards-based reform efforts in other jurisdictions. Reviews the central components of standards based-reform and makes informal observations concerning the impact of the Baltimore City-State Partnership. (SM)