ERIC Number: ED470023
Record Type: Non-Journal
Publication Date: 2002-Feb
Reference Count: N/A
Patterns in Implementing Comprehensive School Reform: What the Researchers Say. Research Brief.
Schwartzbeck, Terri Duggan
Implementation of school reform is a much-studied and often-discussed topic among researchers and educators alike. To hear what researchers have to say about this issue, questions were put to the Network of Researchers about what trends and patterns they see in schools implementing comprehensive school reform. Researchers agree that it is difficult to draw conclusions about trends and patterns. The complexity of measuring student achievement and other outcomes, the difficulties found when schools are moving targets, and the unique ways schools adopt reform present many obstacles to discerning trends. However, some trends do emerge. For example, there will be fits and starts, and likely a dip of some kind in outcomes. If reform is working, there will be a sense of a tipping point, of critical mass, or of a click point. This point in development can take 3 to 5 years. Some things are easier to change than others. Altering climate is easier than modifying teaching and learning. Concrete, externally developed models tend to be easier to implement than process-based or local models. Finally, model developers can help identify key patterns by articulating model-specific benchmarks for each year of implementation. (RT)
Descriptors: Academic Achievement, Educational Improvement, Elementary Secondary Education, Program Development, Program Implementation
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Publication Type: Information Analyses
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: National Clearinghouse for Comprehensive School Reform, Washington, DC.