NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ697036
Record Type: Journal
Publication Date: 2005-Mar
Pages: 24
Abstractor: Author
Reference Count: N/A
ISSN: ISSN-0013-5984
Effects of Top-Down and Bottom-Up Elementary School Standards Reform in an Underperforming California District
Mason, Bryce; Mason, DeWayne A.; Mendez, Memo; Nelsen, Gregg; Orwig, Russ
Elementary School Journal, v105 n4 p353 Mar 2005
In this article we describe how an underperforming school district used research and theory on curriculum, assessment, implementation, and school and classroom organization to develop and implement district standards and improve the achievement of elementary school students. Key reforms included teachers developing essential curriculum standards, standards-based criterion-referenced tests, and standards-based extended learning opportunities. Teachers rated the reform efforts positively and reported a high likelihood of implementation. Using California Department of Education data, we employed econometric analyses to estimate program effects for the district's elementary schools from 1999 to 2002. A difference-of-differences model estimated 10 of 16 positive and significant effects on grades 2 to 5 SAT9 scaled score mathematics achievement, ranging from .2[sigma] to .7[sigma]. The same model applied to reading scores showed 12 of 16 insignificant or negative grade-level effects. As predicted, however, second and third graders in 2002 -- those students who had 3 and 4 years of exposure to the program exclusively -- experienced only positive (4 of 4) and mostly significant (3 of 4) reading and mathematics effects. Results may guide district administrators implementing standards or comprehensive school reforms.
University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site:; e-mail:
Publication Type: Journal Articles
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California
Identifiers - Assessments and Surveys: Stanford Achievement Tests