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Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study

Sterbinsky, A.; Ross, S.; Redfield, D.
Abstract:
This three-year longitudinal study examined the effect of four Comprehensive School Reform (CFR) models on the academic achievement of elementary students in 12 schools. These four models included Direct Instruction, Balanced Early Literacy, Core Knowledge, and Success for All. Each school was matched with a demographically similar school that had not implemented a CFR model. These pairs of schools were compared on the measures of school climate, teacher satisfaction, observed classroom teaching methods, and academic achievement on four reading tests. Results indicated that all four models had a positive impact on teacher attitudes, school climate, and student achievement. For schools that implemented the Direct Instruction model, there were no significant differences in the academic achievement of students at Direct Instruction schools and those in the paired control schools. Overall, results indicate model-consistent effects on teaching strategies employed, mixed results on teacher attitudes and school climate, and no effects on student achievement. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2006
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Direct Instruction; Balanced Early Literacy; Core Knowledge; Success for All; School Observation Model; School Climate Inventory; Woodcock Johnson Reading Mastery Tests; Durrell Oral Reading Test
Source:
School Effectiveness and School Improvement
Volume:
17
Number:
3
Pages:
367-397
Design type:
Pretest posttest control group design
Fidelity monitored:
No
Students included:
Elementary students, low-SES students
Location/Setting:
Rural area, urban area, Kentucky, West Virginia, Tennessee, Virginia, elementary school

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