Challenges of Conflicting School Reforms
A decade ago, New American Schools (NAS) launched an ambitious effort forwhole-school reform to address the perceived lagging achievement of Americanstudents and the lackluster school reform attempts that have produced so fewmeaningful changes. As a private nonprofit organization, NAS set out tohelp...
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RAND Corporation
2023
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| On-line přístup: | ONIX_20231005_9780833032256_258 |
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| _version_ | 1869527113734815744 |
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| author | Berends, Mark Chun, JoAn Ikemoto, Gina Schuyler Stockly, Sue Briggs, R. J. |
| author_browse | Berends, Mark Briggs, R. J. Chun, JoAn Ikemoto, Gina Schuyler Stockly, Sue |
| author_facet | Berends, Mark Chun, JoAn Ikemoto, Gina Schuyler Stockly, Sue Briggs, R. J. |
| author_sort | Berends, Mark |
| collection | Directory of Open Access Books |
| description | A decade ago, New American Schools (NAS) launched an ambitious effort forwhole-school reform to address the perceived lagging achievement of Americanstudents and the lackluster school reform attempts that have produced so fewmeaningful changes. As a private nonprofit organization, NAS set out tohelp schools and districts significantly raise the achievement of largenumbers of students by offering whole-school designs and design-basedassistance during the implementation process. NAS is currently in thescale-up phase of its effort, and its designs are being widely diffused toschools across the nation. During the 1997_1998 and 1998_1999 school years,RAND assessed the effects of NAS designs on classroom practice and studentachievement in a sample of schools in a high-poverty district. RAND foundthat high-poverty schools often have fragmented and conflicting environmentswith difficult and changing political currents and entrenched unions.Teachers in high-poverty schools tend to face new accountability systems andfluctuating reform agendas. These teachers generally lack sufficient timefor implementing reform efforts, often becoming demoralized and losing theirenthusiasm for the difficult task of improving student performance underdifficult conditions. RAND concluded that high-stakes tests may motivateschools to increase performance and to seek out new curricula andinstructional strategies associated with comprehensive school reforms.However, those same tests may provide disincentives to adopt richer, morein-depth curricula that can succeed in improving the learning opportunitiesof all students, particularly those in high-poverty settings. |
| format | Online |
| id | doab-20.500.12854ir-114484 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2023 |
| publishDateRange | 2023 |
| publishDateSort | 2023 |
| publisher | RAND Corporation |
| publisherStr | RAND Corporation |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1144842024-03-29T09:16:51Z Challenges of Conflicting School Reforms Berends, Mark Chun, JoAn Ikemoto, Gina Schuyler Stockly, Sue Briggs, R. J. Education Sociology bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFS Social groups::JFSP Age groups::JFSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children A decade ago, New American Schools (NAS) launched an ambitious effort forwhole-school reform to address the perceived lagging achievement of Americanstudents and the lackluster school reform attempts that have produced so fewmeaningful changes. As a private nonprofit organization, NAS set out tohelp schools and districts significantly raise the achievement of largenumbers of students by offering whole-school designs and design-basedassistance during the implementation process. NAS is currently in thescale-up phase of its effort, and its designs are being widely diffused toschools across the nation. During the 1997_1998 and 1998_1999 school years,RAND assessed the effects of NAS designs on classroom practice and studentachievement in a sample of schools in a high-poverty district. RAND foundthat high-poverty schools often have fragmented and conflicting environmentswith difficult and changing political currents and entrenched unions.Teachers in high-poverty schools tend to face new accountability systems andfluctuating reform agendas. These teachers generally lack sufficient timefor implementing reform efforts, often becoming demoralized and losing theirenthusiasm for the difficult task of improving student performance underdifficult conditions. RAND concluded that high-stakes tests may motivateschools to increase performance and to seek out new curricula andinstructional strategies associated with comprehensive school reforms.However, those same tests may provide disincentives to adopt richer, morein-depth curricula that can succeed in improving the learning opportunitiesof all students, particularly those in high-poverty settings. 2023-10-05T10:07:18Z 2023-10-05T10:07:18Z 2002 book ONIX_20231005_9780833032256_258 9780833032256 9780833031167 https://directory.doabooks.org/handle/20.500.12854/114484 eng image/jpeg n/a https://www.jstor.org/stable/10.7249/MR1483EDU RAND Corporation 10.7249/MR1483EDU 10.7249/MR1483EDU 47ac0b54-b121-491c-a9c8-5ca6776e27cb 9780833032256 9780833031167 open access |
| spellingShingle | Education Sociology bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFS Social groups::JFSP Age groups::JFSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children Berends, Mark Chun, JoAn Ikemoto, Gina Schuyler Stockly, Sue Briggs, R. J. Challenges of Conflicting School Reforms |
| title | Challenges of Conflicting School Reforms |
| title_full | Challenges of Conflicting School Reforms |
| title_fullStr | Challenges of Conflicting School Reforms |
| title_full_unstemmed | Challenges of Conflicting School Reforms |
| title_short | Challenges of Conflicting School Reforms |
| title_sort | challenges of conflicting school reforms |
| topic | Education Sociology bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFS Social groups::JFSP Age groups::JFSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children |
| topic_facet | Education Sociology bic Book Industry Communication::J Society & social sciences::JN Education::JNF Educational strategies & policy bic Book Industry Communication::J Society & social sciences::JF Society & culture: general::JFS Social groups::JFSP Age groups::JFSP1 Age groups: children thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy thema EDItEUR::J Society and Social Sciences::JB Society and culture: general::JBS Social groups, communities and identities::JBSP Age groups and generations::JBSP1 Age groups: children |
| url | ONIX_20231005_9780833032256_258 |
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