The International Observatory on Academic Achievement - Documentary search

File number :
CS-APE-31e

Bibliographic reference :
Sterbinsky, A., Ross, S.M., & Redfield, D. (2006). Effects of Comprehensive School Reform on Student Achievement and School Change: A Longitudinal Multi-Site Study. School Effectiveness & School Improvement, 17(3), 367-397.

Abstract :

In many countries, school reforms are being implemented to improve student academic achievement, particularly that of students from underprivileged backgrounds. But to what extent do these reforms achieve their goals? The purpose of this research project was to examine more specifically the effects of measures implemented in several American states as part of the Comprehensive School Reform (CSR).

Research Questions
Two research questions guided this study: (1) What differences in classroom practices, school climate and student reading achievement may be observed over a three-year period between CSR schools and non-CSR control schools?; and (2) Do effects of the CSR vary between rural and urban schools?

Methodology
This research project was one of the few to assess the effects of school reform during a three-year longitudinal study comparing schools to quite similar, but non-CSR schools used as a control group. Overall, ten schools participating in the CSR and nine other schools forming the control group took part in the study. These schools were located in urban or rural areas in four south-eastern states, including Kentucky, Tennessee, Virginia and West Virginia.

Schools may choose among several CSR models. The schools involved in the study chose the five following models: Success for All, Different Ways of Knowing, Balanced Early Literacy Initiative, Direct Instruction and Core Knowledge. The goal here was not to determine the most effective of these measures, but to assess the overall effects of the CSR.

Several aspects were measured:
1) In-class observation for assessing the extent to which different practices were being used witihin each school, with particular focus on teaching strategies, classroom management, assessment methods, etc.;

2) Administration of the School Climate Inventory to assess teachers’ perceptions of the effects of reform initiatives pertaining to seven inventory dimensions, including order, leadership, environment, involvement of parents and community, development and implementation of the instructional programme, expectations from students, and the cooperation of school staff and students;

3) Administration of the Comprehensive School Reform Teacher Questionnaire to assess teachers’ experiences with, and perceptions of, school-reform implementation processes (e.g., positive and negative aspects of CSR programmes in their schools, progress they perceive in CSR implementation in their schools);

4) Administration of three questionnaires to assess students’ reading performance: the Woodcock-Johnson Reading Mastery Tests, Durrell Oral Reading Test and Peabody Picture Vocabulary Test.

Main Results
In-class observation showed that instructional practices employed by teachers in CSR schools corroborated the anticipated effects of implemented programmes. For instance, strategies associated with the Success for All and Direct Instruction programmes were likely to be more prevalent within CSR schools compared to control group schools.

School climate results were more positive for CSR schools in terms of certain investigated dimensions, including order, leadership and expectations from students. These results could only be observed in the third year of the study.

The results of the Comprehensive School Reform Teacher Questionnaire demonstrated that teachers at rural CSR schools had a more positive perception of the four assessed dimensions (support/resources, capacity/professional development, changes in teaching methods and student outcomes) than teachers at rural control group schools.

Generally speaking, no significant difference was observed between CSR schools and non-CSR schools concerning students’ reading performance. Nonetheless, students at CSR schools recorded more significant gains over the course of three years in terms of the three measurements carried out. For instance, students at CSR schools outperformed students at control group schools in reading comprehension during the third year.

In addition, this result corroborated the assumption that the effects of reforms on student achievement take a few years before they can be observed.

It was concluded that the CSR is associated with changes in school climate, pedagogy and student reading scores. These changes were positive in general, consistent with implemented measures and observable after three years.

Key Words :
School Reform, Rural Area, Urban Area, Reading, School Climate, Teaching Practices, Comprehensive School Reform, Longitudinal Study, Primary, Elementary, Newsletter6

Monitored Countries :
United States