The promise and limits of school-based reform: A national snapshot

Phi Delta Kappan

Volumn 79, Issue 4, 1997, Pages 288-294

  Shields, Patrick M ^a   Knapp, Michael S ^b  

^a SRI INTERNATIONAL   (United States)

^b UNIVERSITY OF WASHINGTON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0000001734     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (12)

1. For a discussion on the limits of reform, see Milbrey W. McLaughlin, "Learning from Experience: Lessons from Policy Implementation," Educational Evaluation and Policy Analysis, vol. 9, 1987, pp. 171-78.
2. For discussions of school-level factors, see Stuart C. Purkey and Marshall S. Smith, "Effective Schools: A Review," Elementary School Journal, vol. 83, 1983, pp. 427-52;
3. and Jane L. David and Patrick M. Shields, From Effective Schools to Restructuring: A Literature Review (Washington, D.C.: Office of Planning, Budget, and Evaluation, U.S. Department of Education, 1991).
4. See David Osborne and Ted Gaebler, Reinventing Government: How the Entrepreneurial Spirit Is Transforming the Public Sector (New York: Plume/ Penguin Books, 1993).
5. Daniel U. Levine and Lawrence W. Lezotte, Unusually Effective Schools: A Review and Analysis of Research and Practice (Madison: National Center for Effective Schools Research and Development, University of Wisconsin, 1990).
6. For one recent ethnographic study of an Accelerated School in the making, see Christine R. Finnan, "Studying an Accelerated School: Schoolwide Cultural Therapy," in George Spindler and Louise Spindler, eds., Pathways to Cultural Awareness: Cultural Therapy with Teachers and Students (Thousand Oaks, Calif.: Corwin Press, 1994), pp. 93-130.
7. Unless otherwise indicated, results reported here are taken from Patrick M. Shields et al., Improving Schools from the Bottom Up: From Effective Schools to Restructuring (Menlo Park, Calif.: SRI International, 1995).
8. Ibid., Improving Schools from the Bottom Up: From Effective Schools to Restructuring, pp. 22-27.
9. For a discussion of the mismatch between reform goals and current testing practice, see Kate Laguarda, John Breckenridge, and Amy Hightower, Assessment Programs in the Statewide Systemic Initiative (SSI) States: Using Student Achievement Data to Evaluate the SSI (Washington, D.C.: Policy Studies Associates, 1994).
10. These assumptions rest on the argument and findings of recent national research summarized in Michael S. Knapp et al., Teaching for Meaning in High-Poverty Classrooms (New York: Teachers College Press, 1995). These assumptions are consistent with the standards and benchmarks established in various disciplines.
11. See, for example, Benchmarks for Science Literacy (Washington, D.C.: American Association for the Advancement of Science, 1993);
12. and Curriculum and Evaluation Standards for School Mathematics (Reston, Va.: National Council of Teachers of Mathematics, 1989).