The Implementation of the Full Service School Reform Model and Its Impact on Middle School Climate and Student Achievement: An Investigative Study

Autor/in	Johnson, Joseph Hamilton
Titel	The Implementation of the Full Service School Reform Model and Its Impact on Middle School Climate and Student Achievement: An Investigative Study
Quelle	(2012), (120 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Howard University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2675-4043-0
Schlagwörter	Hochschulschrift; Dissertation; Educational Change; Models; Middle School Students; Partnerships in Education; Response to Intervention; Academic Achievement; Behavior Modification; Program Evaluation; Program Effectiveness; Educational Environment; Statistical Analysis; Scores; Reading Achievement; Mathematics Achievement; Grade 7; Grade 8; Student Improvement; Scoring Rubrics; Agency Cooperation; District of Columbia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsreform; Analogiemodell; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Hochschulpartnerschaft; Schulleistung; Behaviour modification; Verhaltensänderung; Programme evaluation; Programmevaluation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Statistische Analyse; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Scoring formulas; Auswertungsbogen
Abstract	The Full Service Schools (FSS) reform model is an inter-agency collaboration between the District of Columbia Public Schools (DCPS), Choices, Inc., Insights Education Group and the DC Department of Mental Health. This comprehensive school reform model is based in the Response to Intervention paradigm and is designed to mitigate student academic and behavioral issues in the school and home. The Full Service School model consists of the central elements of Positive Behavioral Interventions and Supports, Strategic Design for Student Achievement, and Systems of Care. The purpose of this study is to evaluate the FSS model's overall effectiveness in addressing and improving issues of school climate and student achievement by collecting and analyzing secondary data provided by DCPS. Statistical analysis of the District of Columbia Comprehensive Assessment System scores revealed that 7th grade reading scores and 8th grade math scores did improve significantly during the FSS pilot program. Analysis of the DCPS Stakeholder Survey found no significant changes in students' or staff's perceptions of school climate, while FSS Implementation Rubric scores analysis revealed that FSS sites significantly improved model implementation over time. The implications for future research include the need for longitudinal and mixed method research that utilizes a multitude of evaluation metrics to discern the impact of comprehensive school reform models over time. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10