04292nam 2200565 a 450 991021996490332120200520144314.00-8330-3224-0(CKB)111056486806482(EBL)227796(OCoLC)475935053(SSID)ssj0000152825(PQKBManifestationID)11158725(PQKBTitleCode)TC0000152825(PQKBWorkID)10391344(PQKB)10558572(MiAaPQ)EBC227796(EXLCZ)9911105648680648220020307d2002 uy 0engur|n|---|||||txtccrFacing the challenges of whole-school reform New American Schools after a decade /Mark Berends, Susan J. Bodilly, Sheila Nataraj Kirby ; prepared for New American Schools1st ed.Santa Monica, Calif. RAND Education20021 online resource (267 p.)"MR-1498-EDU"--P. [4] of cover.0-8330-3133-3 Includes bibliographical references (p. 209-222).PREFACE; FIGURES; TABLES; SUMMARY; ACKNOWLEDGMENTS; ACRONYMS; Chapter One INTRODUCTION; AN OVERVIEW OF NAS; RAND'S PURPOSE AND ANALYTIC TASKS; CONCEPTUAL FRAMEWORK FOR UNDERSTANDING IMPLEMENTATION AND PERFORMANCE IN NAS SCHOOLS; RAND'S PROGRAM OF STUDIES OF NEW AMERICAN SCHOOLS; CAVEATS AND LIMITATIONS; ORGANIZATION OF THIS STUDY; Chapter Two THE DEVELOPMENT OF NEW AMERICAN SCHOOLS; NAS'S WHOLE-SCHOOL DESIGN CONCEPT; REQUEST FOR PROPOSALS; NAS DESIGN TEAM SELECTIONS; DEVELOPMENT PHASE AND THE DECISION TO REDUCE THE NUMBER OF TEAMS; THE DEMONSTRATION PHASE AND FURTHER REDUCTION IN THE TEAMSLESSONS AND THE STRATEGY FOR SCALE-UPSELECTION OF SCALE-UP PARTNERS; SCALE-UP EXPERIENCES, 1995-1998; COMPREHENSIVE SCHOOL REFORM AND THE NEW NAS; The New NAS; SUMMARY; Chapter Three CHANGES IN NAS DESIGNS; GENERAL VIEW OF WHY EDUCATION INTERVENTIONS CHANGE OVER TIME; FINDINGS; SUMMARY AND POLICY IMPLICATIONS; Chapter Four IMPLEMENTATION OF NAS DESIGNS DURING THE SCALE-UP PHASE; AN OVERVIEW OF NAS SCHOOLS; STUDIES OF IMPLEMENTATION: RESEARCH QUESTIONS, METHODOLOGY, AND LIMITATIONS; IMPLEMENTATION LEVELS IN NAS SCHOOLS; FACTORS AFFECTING IMPLEMENTATION IN NAS SCHOOLSFACTORS THAT CONTRIBUTED TO THE DECISION TO DROP THE DESIGNSUMMARY AND POLICY IMPLICATIONS; Chapter Five IMPLEMENTATION OF NAS DESIGNS IN A HIGH-POVERTY DISTRICT; RESEARCH QUESTIONS; METHODOLOGY; LIMITATIONS; CHOICE OF DISTRICT; SAN ANTONIO CONTEXT; NAS'S ESSENTIAL ROLE IN THE DISTRICT'S REFORM STRATEGY; FINDINGS; INSTRUCTIONAL PRACTICES; SUMMARY AND POLICY IMPLICATIONS; Chapter Six NAS DESIGNS AND ACADEMIC ACHIEVEMENT; BACKGROUND OF THE ANALYSIS; MONITORING ACADEMIC PROGRESS WITH SCHOOLLEVEL TEST SCORES; THE LINK BETWEEN IMPLEMENTATION AND PERFORMANCE AT THE SCHOOL LEVELMONITORING ACADEMIC PROGRESS WITH STUDENTLEVEL TEST SCORESFINDINGS FROM CASE STUDIES; SUMMARY AND POLICY IMPLICATIONS; Chapter Seven THE FUTURE OF WHOLE-SCHOOL DESIGNS: CONCLUSIONS, OBSERVATIONS, AND POLICY IMPLICATIONS; UNIQUENESS OF THE RAND APPROACH; THE CONTRIBUTION OF NEW AMERICAN SCHOOLS; IMPLICATIONS FOR THE EXTERNAL CHANGE AGENT THEORY OF ACTION; IMPLICATIONS FOR CURRENT POLICY: A CAUTIONARY NOTE; Afterword DRIVEN BY RESULTS AND A DECADE OF EXPERIENCE; Appendix METHODOLOGY FOR THE STUDIES ON IMPLEMENTATION AND PERFORMANCE; REFERENCESAfter a decade of studies, this report released in 2002, draws together RAND's research on New American Schools, highlighting the organizations significant contribution to comprehensive school reform and noting the challenges that came with implementing whole-school designs.School improvement programsUnited StatesSchool improvement programs371.2/00973Berends Mark1962-880021Bodilly Susan J879920Kirby Sheila Nataraj1946-895909New American Schools (Organization)MiAaPQMiAaPQMiAaPQBOOK9910219964903321Facing the challenges of whole-school reform2861808UNINA