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ERIC Number: ED499097
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 32
Abstractor: Author
Reference Count: 32
Standards-Based Reform and Small Schools of Choice: How Reform Theories Converge in Three Urban Middle Schools. A Research Report. Document R-03-2
Gallucci, Chrysan; Knapp, Michael S.; Markholt, Anneke; Ort, Suzy
Center for the Study of Teaching and Policy
The convergence of two apparently opposite theories of urban educational reform is analyzed as it occurs in three middle schools in a New York City school district. The first theory, emphasizing small schools of choice, promotes close relationships between students and adults in distinctive school programs. The second--centralized, standards-based instructional improvement--seeks to standardize instruction through demanding curriculum, an emphasis on standard-bearing work, and investment in professional learning. Using in-depth case studies developed over three years, the authors argue that the reform theories complemented one another in this case, but their coexistence varied based on how the schools organized themselves for professional learning, knowing their students well, and taking joint responsibility for learning outcomes. The sophistication and flexibility of the district's policies facilitated the convergence process. The authors conclude that, although tension producing, the first set of reform ideas can create the conditions in which rich and complex versions of standards-based practice can develop. (Contains 1 table.)
Center for the Study of Teaching and Policy (CTP). University of Washington, Box 353600, Seattle, WA 98195-3600. Tel: 206-221-4114; Fax: 206-616-8158; e-mail:; Web site:
Publication Type: Opinion Papers; Reports - Research
Education Level: Elementary Secondary Education; Middle Schools
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC
Authoring Institution: Center for the Study of Teaching and Policy, Seattle, WA.
Identifiers - Location: New York