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Document

Comprehensive School Reform and Student Achievement. A Meta-Analysis


File number :
CS-APE-04e

Bibliographic reference :

Borman, G.D., Hewes, G.M., Overman, L.T., & Brown, S. (2002). Comprehensive School Reform and Student Achievement. A Meta-Analysis. Center for Research on the Education of Students Places At Risk (CRESPAR), rapport # 59. [En ligne].
<http://www.csos.jhu.edu/crespar/>



Abstract :

Research Context
This text describes research conducted using databases pertaining to schools having implemented the Comprehensive School Reform (CSR) in the United States. This reform involved over 1000 American schools and more than one million students overall. To be comprehensive, the schools must meet eleven criteria defined by the U.S. Department of Education, particularly by including both general education courses and specialized fields of study in their programs. However, the CSR has enough leeway to allow for a multitude of models.

 

Research Objectives
By identifying biases and common characteristics, the study first tried to assess how various components of the CSR, as well as contextual and methodological factors mediate the effects of the CSR. The study also examines the effectiveness of the CSR and its effects based on the model used.

 

Methodology and results
A literature review with databases and general World Wide Web search engines was carried out to collect data needed for quantitative analysis. Only data showing academic results was used.

 

The results enabled the authors to conclude that the CSR is still under development and constitutes a promising practice, as it can be adapted to different social contexts and tends to improve academic achievement. However, the reliability and quantity of available documents did not enable the authors to come up with scientific results. To this effect, a more detailed longitudinal study would be more appropriate to assess the actual results of this educational policy.



Links :
http://www.csos.jhu.edu/crespar/

Key Words :
Comprehensive School Reform, Implementation, Underprivileged Environments, School Reform, Quantitative Analysis

Monitored Countries :
United States