Reinventing high school: Outcomes of the Coalition Campus Schools Project.

Autor/inn/en	Darling-Hammond, Linda; Ancess, Jacqueline; Ort, Susanna W.
Titel	Reinventing high school: Outcomes of the Coalition Campus Schools Project.
Quelle	In: American educational research journal, 39 (2002) 3, S. 639-673Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 52; Tabellen 7
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312039003639
Schlagwörter	Empirische Untersuchung; Evaluation; Längsschnittuntersuchung; Längsschnittuntersuchung; Schüler; Schulabschluss; Schule; Schulreform; Schulversagen; Evaluation; USA; Schulreform; Abbruch; Leistung; Schulorganisation; Schulversäumnis; Größe; Schule; Schulorganisation; Klassengröße; Sekundarschule; High School; Schüler; Schulversäumnis; Schulabschluss; Schulversagen; Schülerleistung; Größe; Effektivität; Abbruch; Effektivität; Leistung; New York, N.Y.; USA
Abstract	Long-standing critiques of large "factory model" high schools and growing evidence for the benefits of small schools, especially for the achievement of low-income and minority students, have stimulated initiatives in many cities to redesign secondary education. This seven- year study of the Coalition Campus Schools Project in New York City documented a unique "birthing" process for new, small schools that were created as part of a network of reform-oriented schools in a context of systemwide reform. The study found that five new schools that were created to replace a failing comprehensive high school produced, as a group, substantially better attendance, lower incident rates, better performance on reading and writing assessments, higher graduation rates, and higher college-going rates than the previous school, despite serving a more educationally disadvantaged population of students. The schools shared a number of design features, detailed in this study, that appeared to contribute to these outcomes. The study also describes successful system-level efforts to leverage these innovations and continuing policy dilemmas influencing the long-term fate of reforms. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005_(CD)