Implementation and performance in New American Schools : three years into scale-up

Resource Information

The work Implementation and performance in New American Schools : three years into scale-up represents a distinct intellectual or artistic creation found in University of Missouri-St. Louis Libraries. This resource is a combination of several types including: Work, Language Material, Books.

Label

Implementation and performance in New American Schools : three years into scale-up

Title remainder

three years into scale-up

Statement of responsibility

Mark Berends [and others]

Contributor

• Rand Education (Institute)
• Berends, Mark, 1962-

Subject

• EDUCATION -- Administration | General
• Education
• Educational change
• Educational change -- United States -- Longitudinal studies
• Longitudinal studies
• New American Schools (Organization)
• New American Schools (Organization)
• School improvement programs
• School improvement programs -- United States -- Longitudinal studies
• Social Sciences
• Theory & Practice of Education
• United States

Genre

• Longitudinal studies

Language

eng

Summary

Spurred by the piecemeal approach to school reform that had produced little change in the nation's test scores, New American Schools (NAS) launched its efforts for whole-school reform in 1991. As a private nonprofit organization, NAS's mission is to help schools and districts dramatically raise the achievement levels of large numbers of students by using whole-school designs and design team assistance during the implementation process. NAS is currently in the scale-up phase of its effort in which the designs are being widely diffused in partnering jurisdictions across the nation. This book provides an overview of the progress in implementation and performance in a longitudinal sample of schools three years into the scale-up phase. It describes trends in implementation, school performance, and related factors for the sample of NAS schools. Overall, the authors' analyses strongly underscore the importance of both the district environment and design team assistance in implementation. Without leadership, support, and availability of resources at the district level; without clear communication, provision of materials and staff support; and without efforts on the part of design teams to build a consensus of teacher support, implementation is likely to fail or at least lag far behind. Their findings also suggest comprehensive school reforms face many obstacles during implementation, and because of this, whole-school designs face continuing challenges in dramatically raising the achievement of all students

Action

digitized

Cataloging source

N$T

Dewey number

371.2/00973

Illustrations

• charts
• forms

Index

no index present

Language note

English

LC call number

LB2822.82

LC item number

.I44 2001eb

Literary form

non fiction

Nature of contents

• dictionaries
• bibliography