NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED472569
Record Type: Non-Journal
Publication Date: 2002-Nov
Pages: 94
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Comprehensive School Reform and Student Achievement: A Meta-Analysis.
Borman, Geoffrey D.; Hewes, Gina M.; Overman, Laura T.; Brown, Shelly
Using 232 studies, this meta analysis reviewed the research on the achievement effects of the nationally disseminated and externally developed school improvement programs known as "whole-school" or "comprehensive" reforms. In addition to reviewing the overall achievement effects of comprehensive school reform (CSR), the meta analysis considered the specific effects of 29 of the most widely implemented models. It also assessed how various CSR components, contextual factors, and methodological factors associated with the studies mediate the effects of CSR. The analysis concludes that CSR is still an evolving field and that there are limitations on the overall quantity and quality of the research base. The overall effects of CSR, though, appear promising and the combined quantity, quality, and statistical significance of evidence from three of the models in particular set them apart from the rest. Whether evaluations are carried out by the developer or by third-party evaluators and whether these evaluators use one-group pre-post designs or control groups are especially important factors for understanding differences in CSR effects. Schools implementing CSR models for five years or more showed particularly strong effects, but the models benefited equally schools of higher and lower poverty levels. A long-term commitment to research-proven educational reform is needed to establish a strong marketplace of scientifically based models capable of bringing comprehensive reform to the nations schools. One appendix lists studies included in the meta analysis, and the other discusses CSR design characteristics. (Contains 1 figure, 5 tables, and 74 references.) (SLD)
Publications Department, CRESPAR/Johns Hopkins University, 3003 N. Charles Street, Suite 200, Baltimore, MD 21218. For full text: http://www.csos.jhu.edu.
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for Research on the Education of Students Placed At Risk, Baltimore, MD.