LEADER 04292nam 2200565 a 450 001 9910219964903321 005 20200520144314.0 010 $a0-8330-3224-0 035 $a(CKB)111056486806482 035 $a(EBL)227796 035 $a(OCoLC)475935053 035 $a(SSID)ssj0000152825 035 $a(PQKBManifestationID)11158725 035 $a(PQKBTitleCode)TC0000152825 035 $a(PQKBWorkID)10391344 035 $a(PQKB)10558572 035 $a(MiAaPQ)EBC227796 035 $a(EXLCZ)99111056486806482 100 $a20020307d2002 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aFacing the challenges of whole-school reform $eNew American Schools after a decade /$fMark Berends, Susan J. Bodilly, Sheila Nataraj Kirby ; prepared for New American Schools 205 $a1st ed. 210 $aSanta Monica, Calif. $cRAND Education$d2002 215 $a1 online resource (267 p.) 300 $a"MR-1498-EDU"--P. [4] of cover. 311 $a0-8330-3133-3 320 $aIncludes bibliographical references (p. 209-222). 327 $aPREFACE; 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 TEAMS 327 $aLESSONS 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 SCHOOLS 327 $aFACTORS 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 LEVEL 327 $aMONITORING 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; REFERENCES 330 $aAfter 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. 606 $aSchool improvement programs$zUnited States 615 0$aSchool improvement programs 676 $a371.2/00973 700 $aBerends$b Mark$f1962-$0880021 701 $aBodilly$b Susan J$0879920 701 $aKirby$b Sheila Nataraj$f1946-$0895909 712 02$aNew American Schools (Organization) 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910219964903321 996 $aFacing the challenges of whole-school reform$92861808 997 $aUNINA