ERIC Number: ED440456
Record Type: Non-Journal
Publication Date: 1998-Dec
Reference Count: N/A
Toward a Theory of Systemic Reform: The Case of Nine NSF Statewide Systemic Initiatives. Research Monograph No. 16.
This paper has two main purposes: (1) to test the central thesis of systemic reform; and (2) to derive lessons about strengths and weaknesses of reform strategies used in policy and practice. It does this by a secondary analysis of case studies of nine Statewide Systemic Initiatives (SSIs) funded by the National Science Foundation. The case studies generated similar kinds of data in categories for all nine systemic reform efforts operating during the same time period, thus permitting a "snapshot" of parallel reforms. The article outlines the central thesis of systemic school reform, which is based on the belief that the increased coherence of instructional guidance is the only way to create large numbers of effective schools. The text examines systemic reform, systemic policy, systemic curriculum, and systemic student achievement. It describes the methodology used in the case studies, rates the nine states, and asks if the SSI Program was successful. The paper details generalizations about the evaluation and offers a profile of successful SSIs. It describes student assessments and teacher networks, discusses missing pieces in the reform landscape, and examines the forces that influence curriculum content. Two appendices offer further statistics on the nine programs and outline protocols for rating systemic reforms. (Contains 17 references.) (RJM)
Descriptors: Case Studies, Educational Change, Elementary Secondary Education, Federal Programs, Government School Relationship, Partnerships in Education, Program Development, Program Effectiveness, School Effectiveness
Center Document Service, Wisconsin Center for Education Research, 1025 W. Johnson St., Room 242, Madison, WI 53706-1796 ($7). Tel: 608-265-9698 (no phone orders).
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Science Foundation, Washington, DC.
Authoring Institution: National Inst. for Science Education, Madison, WI.