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ERIC Number: ED536011
Record Type: Non-Journal
Publication Date: 2011
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-2670-3231-7
Instructional Innovations: The Impact of Comprehensive School Reforms on Middle School Students' Achievement
Mitchell, Senetha G.
ProQuest LLC, Ph.D. Dissertation, Capella University
Many U.S. middle schools are beset with a multitude of problems that encompasses a lack of achievement, access to necessary resources, failure to make adequate yearly progress, and an inadequate supply of effective teachers. This is particularly alarming because social and intellectual capital have become the prevailing values of the 21st century. Schools have selected comprehensive school reform models as a viable solution to the education crisis. However, there is a lack of empirical evidence to quantify how comprehensive school reform models increase middle school students' achievement in a large urban school district in Georgia. This study used quantitative methods to explore the impact of 6 different comprehensive school reform models on middle school students' achievement. Purposeful sampling was used to select Title I middle schools that implemented the same reform model for a minimum of 3 consecutive years. The comprehensive reform models studied did not provide significant evidence of systematic or sustained success in any of the schools implemented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia