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Examining Relationships among Elementary Schools' Contexts, Leadership, Instructional Practices, and Added-Year Outcomes: A Regression Discontinuity Approach
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Heck, Ronald H.; Moriyama, Karen – School Effectiveness and School Improvement, 2010
This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an "added year of schooling" in…
Descriptors: Elementary Schools, Educational Environment, School Demography, Instructional Leadership
Effects of Comprehensive School Reform on Student Achievement and School Change: A Longitudinal Multi-Site Study
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Sterbinsky, Allan; Ross, Steven M.; Redfield, Doris – School Effectiveness and School Improvement, 2006
The longitudinal impacts on school change and student achievement of implementing varied Comprehensive School Reform (CSR) models was investigated in 12 elementary schools in diverse geographic locations. Each school was individually matched and compared to a demographically similar control school on measures of school climate, teacher…
Descriptors: Educational Change, Academic Achievement, School Restructuring, Longitudinal Studies
Improving Climate and Achievement in a Troubled Urban High School through the Talent Development Model.
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McPartland, James; Balfanz, Robert; Jordan, Will; Legters, Nettie – Journal of Education for Students Placed at Risk, 1998
A case study of a large nonselective urban high school in Baltimore (Maryland) describes the design and implementation of a comprehensive package of school reforms, the Talent Development Model with Career Academies. Qualitative and quantitative evidence is provided on significant improvements in school climate, student attendance, promotion…
Descriptors: Academic Achievement, Attendance, Career Academies, Case Studies
Educating Students Placed at Risk: Evaluating the Impact of Success for All in Urban Settings.
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Munoz, Marco A.; Dossett, Dena; Judy-Gullans, Katalina – 2003
This study assessed the effect of the Success for All school reform model on the standardized reading scores, attendance, and disciplinary needs of 217 students in three elementary schools using the program and 132 similar students in three other urban schools. The schools were also compared using teacher, student, and parent perception data on…
Descriptors: Beginning Reading, Educational Change, Educational Environment, Elementary Education