School Restructuring and Student Achievement in Washington State: Research Findings on the Effects of House Bill 1209 and School Restructuring on Western Washington Schools.

Autor/in	Fouts, Jeffrey T.
Institution	Seattle Pacific Univ., WA.
Titel	School Restructuring and Student Achievement in Washington State: Research Findings on the Effects of House Bill 1209 and School Restructuring on Western Washington Schools.
Quelle	(1999), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Correlation; Educational Change; Educational Improvement; Elementary Secondary Education; Excellence in Education; Organizational Change; School Effectiveness; School Restructuring; Washington + Suchen Sie Ihr Suchwort? Schulleistung; Korrelation; Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Lernerfolg; Organisationswandel; Schuleffizienz; Schulreformplan; Schulumwandlung
Abstract	This report focuses on the nature of restructuring in a sample of Washington State schools, and the degree to which those changes improved student learning. The research attempted to distinguish between simply changing school or classroom practices and the broader concept of restructuring a school. A restructured school was defined as one that has undergone changes that reflect fundamental changes in school philosophy and practice, changes driven by a collaborative process and by clearly defined goals. Sixteen school districts in western Washington participated in the study, and 75 schools provided sufficient data for comparisons. The findings show that the degree to which schools attempted to implement the state-mandated restructuring process differs from school to school. Achievement gains were greater in the elementary and middle/junior high schools where restructuring had taken place compared to schools where it had not. The degree of restructuring was determined by a tool that measures the degree to which teachers, parents, and administrators have worked together to define what their school will be. Most of the schoolwide and classroom practices reflected national trends in school reform. Many classroom practices that have increased the most, such as the use of educational technology, had no relationship with achievement gains. Appendices include ths School Practices and Changes Questionnaire and participating districts and schools. Contains 21 references. (RJM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC