The Resource Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district, Mark Berends [and others]
Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district, Mark Berends [and others]
Resource Information
The item Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district, Mark Berends [and others] represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.This item is available to borrow from 1 library branch.
Resource Information
The item Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district, Mark Berends [and others] represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries.
This item is available to borrow from 1 library branch.
- Summary
- A decade ago, New American Schools (NAS) launched an ambitious effort for whole-school reform to address the perceived lagging achievement of American students and the lackluster school reform attempts that have produced so few meaningful changes. As a private nonprofit organization, NAS set out to help schools and districts significantly raise the achievement of large numbers of students by offering whole-school designs and design-based assistance during the implementation process. NAS is currently in the scale-up phase of its effort, and its designs are being widely diffused to schools across the nation. During the 1997_1998 and 1998_1999 school years, RAND assessed the effects of NAS designs on classroom practice and student achievement in a sample of schools in a high-poverty district. RAND found that high-poverty schools often have fragmented and conflicting environments with difficult and changing political currents and entrenched unions. Teachers in high-poverty schools tend to face new accountability systems and fluctuating reform agendas. These teachers generally lack sufficient time for implementing reform efforts, often becoming demoralized and losing their enthusiasm for the difficult task of improving student performance under difficult conditions. RAND concluded that high-stakes tests may motivate schools to increase performance and to seek out new curricula and instructional strategies associated with comprehensive school reforms. However, those same tests may provide disincentives to adopt richer, more in-depth curricula that can succeed in improving the learning opportunities of all students, particularly those in high-poverty settings
- Language
- eng
- Extent
- xxxi, 163 pages
- Note
-
- "Supported by New American Schools."
- "Rand Education."
- "MR-1483-EDU"--P. [4] of cover
- Contents
-
- Teacher Characteristics
- School and Classroom Characteristics
- District/State Context
- External Assistance by Design Teams
- Organization of Report
- Sources of Data
- Teacher Data
- Surveys
- Longitudinal Sample of 40 Teachers Compared with Elementary Teachers in District
- Observations and Logs of Instructional Activities
- New American Schools' Ambitions for Changing High-Poverty Classrooms
- Interviews
- Student Data
- Student Achievement
- Student Characteristics
- Examples of Student Work
- The District Context for Implementation of New American Schools' Designs in San Antonio
- District Context Before the New, Reform-Minded Superintendent
- Instructional Leadership
- Curriculum and Instruction
- Professional Development
- Scaling Up NAS Design Teams
- Parent and Community Involvement
- District Reorganization
- Instructional Leadership at the District Level
- Instructional Leadership at the School Level
- Collaboration and Communication
- Curriculum and Instruction
- Professional Development
- Parent and Community Involvement
- New American Schools in San Antonio
- The Introduction of NAS Designs to Schools
- Relationship of NAS to Federal Support for Schoolwide Change
- The District's Role in Supporting Comprehensive School Reform
- Impact of Increasing State Accountability
- Purpose and Study Questions
- Study Design
- Understanding the Relationships Among NAS Designs, Classroom Instruction, and Student Achievement
- Core Elements of Designs
- Student Characteristics
- Isbn
- 9780833031167
- Label
- Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district
- Title
- Challenges of conflicting school reforms
- Title remainder
- effects of New American Schools in a high-poverty district
- Statement of responsibility
- Mark Berends [and others]
- Subject
-
- Case studies
- Educational change -- Texas | San Antonio
- Educational change -- United States -- Case studies
- New American Schools (Organization)
- Poor children -- Education -- Texas | San Antonio
- Poor children -- Education -- United States -- Case studies
- School improvement programs -- Texas | San Antonio
- School improvement programs -- United States -- Case studies
- Language
- eng
- Summary
- A decade ago, New American Schools (NAS) launched an ambitious effort for whole-school reform to address the perceived lagging achievement of American students and the lackluster school reform attempts that have produced so few meaningful changes. As a private nonprofit organization, NAS set out to help schools and districts significantly raise the achievement of large numbers of students by offering whole-school designs and design-based assistance during the implementation process. NAS is currently in the scale-up phase of its effort, and its designs are being widely diffused to schools across the nation. During the 1997_1998 and 1998_1999 school years, RAND assessed the effects of NAS designs on classroom practice and student achievement in a sample of schools in a high-poverty district. RAND found that high-poverty schools often have fragmented and conflicting environments with difficult and changing political currents and entrenched unions. Teachers in high-poverty schools tend to face new accountability systems and fluctuating reform agendas. These teachers generally lack sufficient time for implementing reform efforts, often becoming demoralized and losing their enthusiasm for the difficult task of improving student performance under difficult conditions. RAND concluded that high-stakes tests may motivate schools to increase performance and to seek out new curricula and instructional strategies associated with comprehensive school reforms. However, those same tests may provide disincentives to adopt richer, more in-depth curricula that can succeed in improving the learning opportunities of all students, particularly those in high-poverty settings
- Cataloging source
- CPE
- Illustrations
- illustrations
- Index
- no index present
- LC call number
- LB2822.82
- LC item number
- .C475 2002
- Literary form
- non fiction
- Nature of contents
- bibliography
- http://library.link/vocab/relatedWorkOrContributorDate
- 1962-
- http://library.link/vocab/relatedWorkOrContributorName
-
- Berends, Mark
- Rand Education (Institute)
- Rand Corporation
- http://library.link/vocab/subjectName
-
- School improvement programs
- Educational change
- Educational change
- Poor children
- Poor children
- School improvement programs
- New American Schools (Organization)
- Label
- Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district, Mark Berends [and others]
- Note
-
- "Supported by New American Schools."
- "Rand Education."
- "MR-1483-EDU"--P. [4] of cover
- Bibliography note
- Includes bibliographical references (pages 155-163)
- Carrier category
- volume
- Carrier category code
-
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Teacher Characteristics
- School and Classroom Characteristics
- District/State Context
- External Assistance by Design Teams
- Organization of Report
- Sources of Data
- Teacher Data
- Surveys
- Longitudinal Sample of 40 Teachers Compared with Elementary Teachers in District
- Observations and Logs of Instructional Activities
- New American Schools' Ambitions for Changing High-Poverty Classrooms
- Interviews
- Student Data
- Student Achievement
- Student Characteristics
- Examples of Student Work
- The District Context for Implementation of New American Schools' Designs in San Antonio
- District Context Before the New, Reform-Minded Superintendent
- Instructional Leadership
- Curriculum and Instruction
- Professional Development
- Scaling Up NAS Design Teams
- Parent and Community Involvement
- District Reorganization
- Instructional Leadership at the District Level
- Instructional Leadership at the School Level
- Collaboration and Communication
- Curriculum and Instruction
- Professional Development
- Parent and Community Involvement
- New American Schools in San Antonio
- The Introduction of NAS Designs to Schools
- Relationship of NAS to Federal Support for Schoolwide Change
- The District's Role in Supporting Comprehensive School Reform
- Impact of Increasing State Accountability
- Purpose and Study Questions
- Study Design
- Understanding the Relationships Among NAS Designs, Classroom Instruction, and Student Achievement
- Core Elements of Designs
- Student Characteristics
- Control code
- 49560264
- Dimensions
- 23 cm
- Extent
- xxxi, 163 pages
- Isbn
- 9780833031167
- Lccn
- 2002280645
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
-
- n
- Other physical details
- illustrations
- Label
- Challenges of conflicting school reforms : effects of New American Schools in a high-poverty district, Mark Berends [and others]
- Note
-
- "Supported by New American Schools."
- "Rand Education."
- "MR-1483-EDU"--P. [4] of cover
- Bibliography note
- Includes bibliographical references (pages 155-163)
- Carrier category
- volume
- Carrier category code
-
- nc
- Carrier MARC source
- rdacarrier
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
-
- Teacher Characteristics
- School and Classroom Characteristics
- District/State Context
- External Assistance by Design Teams
- Organization of Report
- Sources of Data
- Teacher Data
- Surveys
- Longitudinal Sample of 40 Teachers Compared with Elementary Teachers in District
- Observations and Logs of Instructional Activities
- New American Schools' Ambitions for Changing High-Poverty Classrooms
- Interviews
- Student Data
- Student Achievement
- Student Characteristics
- Examples of Student Work
- The District Context for Implementation of New American Schools' Designs in San Antonio
- District Context Before the New, Reform-Minded Superintendent
- Instructional Leadership
- Curriculum and Instruction
- Professional Development
- Scaling Up NAS Design Teams
- Parent and Community Involvement
- District Reorganization
- Instructional Leadership at the District Level
- Instructional Leadership at the School Level
- Collaboration and Communication
- Curriculum and Instruction
- Professional Development
- Parent and Community Involvement
- New American Schools in San Antonio
- The Introduction of NAS Designs to Schools
- Relationship of NAS to Federal Support for Schoolwide Change
- The District's Role in Supporting Comprehensive School Reform
- Impact of Increasing State Accountability
- Purpose and Study Questions
- Study Design
- Understanding the Relationships Among NAS Designs, Classroom Instruction, and Student Achievement
- Core Elements of Designs
- Student Characteristics
- Control code
- 49560264
- Dimensions
- 23 cm
- Extent
- xxxi, 163 pages
- Isbn
- 9780833031167
- Lccn
- 2002280645
- Media category
- unmediated
- Media MARC source
- rdamedia
- Media type code
-
- n
- Other physical details
- illustrations
Subject
- Case studies
- Educational change -- Texas | San Antonio
- Educational change -- United States -- Case studies
- New American Schools (Organization)
- Poor children -- Education -- Texas | San Antonio
- Poor children -- Education -- United States -- Case studies
- School improvement programs -- Texas | San Antonio
- School improvement programs -- United States -- Case studies
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