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ERIC Number: ED483148
Record Type: Non-Journal
Publication Date: 2004-May
Pages: 55
Abstractor: ERIC
Implementation and Early Outcomes of the Comprehensive School Reform Demonstration (CSRD) Program. Doc # 2004-15
LaPointe, Michelle; Stullich, Stephanie
US Department of Education
The Comprehensive School Reform (CSR) program provides financial assistance to help schools develop and implement systematic approaches to schoolwide improvement that are grounded in scientifically based research and effective practices. The goal of the program is to enable all children to meet challenging state academic content and achievement standards. The Department released its first report in 2000, describing early implementation of the CSRD program. The purpose of this study was to update the findings of the 2000 study, addressing three questions: (1) Are CSRD funds well targeted to schools with the greatest need? (2) Have schools implemented the nine components of CSRD? and (3) Has student achievement improved in funded schools? The methodology included development of a profile of each state's accountability system; the definition of a comparison group of non-CSRD schools that were similar to the CSRD schools in terms of poverty status; examination of the average level of performance in CSRD schools to see whether and how it differed from that of non-CSRD comparison schools and all non-CSRD schools; ranking of CSRD schools; summarization of the gains in all schools and all states in the average level of performance in CSRD schools and in the rankings of CSRD schools relative to comparison non-CSRD schools. Overall, these data show little evidence of a positive impact of the CSRD program, at this early stage, on student achievement on state assessments. In states where CSRD schools made significant gains, so too did non-CSRD schools. There are some positive indications in the data, including the findings that states are more likely to show gains than declines in the within-state rankings of their CSRD schools, although these changes were not statistically significant. The gains were more prevalent in states that have assessment trend data available for a longer period of time (three years instead of the usual two years), raising hope for further analyses when additional years of data are available. Further analysis is needed as additional years of state assessment data become available in order to understand the impact of the CSRD program on student achievement. Appended is: Methodology for Achievement Analyses. (Contains 18 exhibits.) [Document prepared by the Policy and Program Studies Service.]
ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-705-1078 (Toll Free); Fax: 877-705-1879 (Toll Free).
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Department of Education, Washington, DC. Office of the Under Secretary.
Grant or Contract Numbers: N/A