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ERIC Number: ED539712
Record Type: Non-Journal
Publication Date: 2010-Feb
Pages: 17
Abstractor: As Provided
Effects of a Data-Driven District-Level Reform Model
Slavin, Robert E.; Holmes, GwenCarol; Madden, Nancy A.; Chamberlain, Anne; Cheung, Alan
Center for Research and Reform in Education
Despite a quarter-century of reform, US schools serving students in poverty continue to lag far behind other schools. There are proven programs, but these are not widely used. This large-scale experiment evaluated a district-level reform model created by the Center for DataDriven Reform in Education (CDDRE). The CDDRE model provided consultation with district leaders on strategic use of data, identification of root causes, and selection of proven programs capable of solving identified problems. A matched time series design compared trends on state reading and math tests after introduction of CDDRE services. After three years, significant positive effects were found on elementary and middle school reading but not mathematics. The findings support the idea that districts can improve outcomes using a data-driven reform process, but they need to implement changes in light of the data to see benefits for student achievement. (Contains 4 figures, 1 table, and 1 footnote.)
Center for Research and Reform in Education. Available from: School of Education Johns Hopkins University. 200 West Towsontown Boulevard, Baltimore, MD 21204. Tel: 410-616-2407; Fax: 410-324-4444; e-mail:; Web site:
Publication Type: Reports - Research
Education Level: Elementary Education; Grade 5; Grade 8; Junior High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: Center for Data-Driven Reform in Education (CDDRE)
Identifiers - Location: Arizona; Indiana; Mississippi; Ohio; Pennsylvania
Identifiers - Assessments and Surveys: Indiana Statewide Testing for Educational Progress Plus