Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education.

Autor/inn/en	Slavin, Robert E.; Madden, Nancy A.
Titel	Success for All and Comprehensive School Reform: Evidence-Based Policies for Urban Education.
Quelle	(2001), (41 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; Bilingual Education; Change Strategies; Educational Change; Educational Policy; Elementary Secondary Education; English (Second Language); Program Effectiveness; Program Evaluation; Special Education; Standardized Tests; Urban Education + Suchen Sie Ihr Suchwort? Verantwortung; Bilingual teaching; Bilingualer Unterricht; Lösungsstrategie; Bildungsreform; Politics of education; Bildungspolitik; English as second language; English; Second Language; Englisch als Zweitsprache; Programme evaluation; Programmevaluation; Special needs education; Sonderpädagogik; Sonderschulwesen; Standadised tests; Standardisierter Test; Stadtteilbezogenes Lernen
Abstract	This paper discusses comprehensive school reform (CSR), which accepts the importance of standards and accountability but adds to these strategies for introducing innovations in curriculum, instruction, school organization, governance, parent interactions, and other core features of practice. The paper reviews research on the nature and quality of evidence supporting Success for All, the most widely disseminated CSR program. The development of CSR was greatly influenced by the 1997 creation of the Comprehensive School Reform Demonstration Program (CSRD), which provides grants to support adoption of proven CSR models. Many states have aligned state or federal dollars intended to improve professional development or instruction in schools, especially high poverty schools, with CSRD, which increases the number of schools that can adopt CSR programs. Analysis of data evaluating Success for All and comparing it with other reform models indicates that Success for All is effective when fully implemented because the program elements themselves are based on rigorous research. Data show that Success for All produces significantly greater gains than other educational methods and does not lose its effectiveness when disseminated on a very large scale. The results suggest that evidence-based reform may potentially transform educational practice, especially in schools serving high-risk students. (Contains 36 references.) (SM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC