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| Bloom, Howard S. | 1 |
| Borman, Geoffrey D. | 1 |
| Castellano, Marisa | 1 |
| Datnow, Amanda | 1 |
| Ham, Sandra | 1 |
| Melton, Laura | 1 |
| O'Brien, Julieanne | 1 |
| Overman, Laura T. | 1 |
| Slavin, Robert E. | 1 |
| Stringfield, Sam | 1 |
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Download full textBloom, Howard S.; Ham, Sandra; Melton, Laura; O'Brien, Julieanne – 2001
The Accelerated Schools Approach is a whole-school reform being implemented in more than 1,000 U.S. elementary and middle schools. The program is characterized by a school structure that sets high expectations for students and teachers, a governance structure with broad teacher participation, and a "powerful learning" approach to…
Descriptors: Academic Achievement, Educational Administration, Educational Change, Elementary Education
Slavin, Robert E.; And Others – 1990
This study reports results of the first year of implementation of the Success for All elementary school restructuring program in kindergarten through third grade at Philadelphia's Francis Scott Key Elementary School. Fifty-two percent of the students were from Asian backgrounds, primarily Cambodian, and spoke little or no English at home. In the…
Descriptors: Academic Achievement, Asian Americans, Elementary School Students, English (Second Language)
Peer reviewed
Direct linkDatnow, Amanda; Borman, Geoffrey D.; Stringfield, Sam; Overman, Laura T.; Castellano, Marisa – Educational Evaluation and Policy Analysis, 2003
This article presents findings from a 4-year study of 13 culturally and linguistically diverse elementary schools implementing comprehensive school reform (CSR) models. The study focused on: (a) the actions at the state and district levels that facilitated or inhibited reform implementation; (b) the adaptability of the various reforms in…
Descriptors: Language Minorities, School Restructuring, Multicultural Education, Multilingualism
