Schoolwide Reform Models: What Works?

Phi Delta Kappan

Volumn 79, Issue 5, 1998, Pages 370-379

  Fashola, Olatokunbo S ^a   Slavin, Robert E ^b  

^a JOHNS HOPKINS UNIVERSITY   (United States)

^b NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0003173596     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (60)

1. Michael J. Puma et al., Prospects: Final Report on Student Outcomes (Cambridge, Mass.: Abt Associates, 1997).
2. National Center for Education Statistics, The Condition of Education 1994 (Washington, D.C.: U.S. Department of Education, 1994).
3. Mary Jean LeTendre, speech delivered to the New American Schools Leadership Conference, Washington. D.C., March 1997.
4. Sam Stringfield, Mary Ann Millsap, and Rebecca Herman, Special Strategies for Educating Disadvantaged Children: Results and Policy Implications (Washington, D.C.: U.S. Department of Education, 1997).
5. James P. Comer, "Educating Poor Minority Children," Scientific American, May 1988. pp. 42-48; Robert E. Slavin et al., Every Child, Every School: Success for All (Newbury Park, Calif.: Corwin, 1996); and Robert E. Slavin et al., "Success for All: A Summary of Research," Journal of Education for Students Placed at Risk, vol. 1, 1996, pp. 41-76.
6. James P. Comer, "Educating Poor Minority Children," Scientific American, May 1988. pp. 42-48; Robert E. Slavin et al., Every Child, Every School: Success for All (Newbury Park, Calif.: Corwin, 1996); and Robert E. Slavin et al., "Success for All: A Summary of Research," Journal of Education for Students Placed at Risk, vol. 1, 1996, pp. 41-76.
7. James P. Comer, "Educating Poor Minority Children," Scientific American, May 1988. pp. 42-48; Robert E. Slavin et al., Every Child, Every School: Success for All (Newbury Park, Calif.: Corwin, 1996); and Robert E. Slavin et al., "Success for All: A Summary of Research," Journal of Education for Students Placed at Risk, vol. 1, 1996, pp. 41-76.
8. Gay Su Pinnell, "Reading Recovery: Helping At-Risk Children Learn to Read," Elementary School Journal, vol. 90, 1989, pp. 161-82; Carol A. Lyons, Gay Su Pinnell, and Diane E. DeFord, Partners in Learning: Teachers and Children in Reading Recovery (New York: Teachers College Press, 1993); Wendy S. Hopfenberg and Henry M. Levin, The Accelerated Schools Resource Guide (San Francisco: Jossey-Bass, 1993); James P. Comer et al., Rallying the Whole Village: The Comer Process for Reforming Education (New York: Teachers College Press, 1996); and Slavin et al., Every Child, Every School.
9. Gay Su Pinnell, "Reading Recovery: Helping At-Risk Children Learn to Read," Elementary School Journal, vol. 90, 1989, pp. 161-82; Carol A. Lyons, Gay Su Pinnell, and Diane E. DeFord, Partners in Learning: Teachers and Children in Reading Recovery (New York: Teachers College Press, 1993); Wendy S. Hopfenberg and Henry M. Levin, The Accelerated Schools Resource Guide (San Francisco: Jossey-Bass, 1993); James P. Comer et al., Rallying the Whole Village: The Comer Process for Reforming Education (New York: Teachers College Press, 1996); and Slavin et al., Every Child, Every School.
10. Gay Su Pinnell, "Reading Recovery: Helping At-Risk Children Learn to Read," Elementary School Journal, vol. 90, 1989, pp. 161-82; Carol A. Lyons, Gay Su Pinnell, and Diane E. DeFord, Partners in Learning: Teachers and Children in Reading Recovery (New York: Teachers College Press, 1993); Wendy S. Hopfenberg and Henry M. Levin, The Accelerated Schools Resource Guide (San Francisco: Jossey-Bass, 1993); James P. Comer et al., Rallying the Whole Village: The Comer Process for Reforming Education (New York: Teachers College Press, 1996); and Slavin et al., Every Child, Every School.
11. Gay Su Pinnell, "Reading Recovery: Helping At-Risk Children Learn to Read," Elementary School Journal, vol. 90, 1989, pp. 161-82; Carol A. Lyons, Gay Su Pinnell, and Diane E. DeFord, Partners in Learning: Teachers and Children in Reading Recovery (New York: Teachers College Press, 1993); Wendy S. Hopfenberg and Henry M. Levin, The Accelerated Schools Resource Guide (San Francisco: Jossey-Bass, 1993); James P. Comer et al., Rallying the Whole Village: The Comer Process for Reforming Education (New York: Teachers College Press, 1996); and Slavin et al., Every Child, Every School.
12. Gay Su Pinnell, "Reading Recovery: Helping At-Risk Children Learn to Read," Elementary School Journal, vol. 90, 1989, pp. 161-82; Carol A. Lyons, Gay Su Pinnell, and Diane E. DeFord, Partners in Learning: Teachers and Children in Reading Recovery (New York: Teachers College Press, 1993); Wendy S. Hopfenberg and Henry M. Levin, The Accelerated Schools Resource Guide (San Francisco: Jossey-Bass, 1993); James P. Comer et al., Rallying the Whole Village: The Comer Process for Reforming Education (New York: Teachers College Press, 1996); and Slavin et al., Every Child, Every School.
13. Olatokunbo S. Fashola and Robert E. Slavin, "Promising Programs for Elementary and Middle Schools: Evidence of Effectiveness and Replicability," Journal of Education for Students Placed at Risk, vol. 2, 1997, pp. 251-307.
14. Robert E. Slavin and Nancy A. Madden, "Modifying Chapter 1 Program Improvement Guidelines to Reward Appropriate Practices," Educational Evaluation and Policy Analysis, vol. 13, 1991, pp. 369-79.
15. Robert E. Slavin, Nancy A. Madden, and Barbara A. Wasik, "Roots and Wings," in Sam Stringfield, Steven Ross, and Lana Smith, eds., Bold Plans for School Restructuring: The New American Schools Development Corporation Designs (Mahwah, N.J.: Erlbaum, 1996), pp. 207-31.
16. Slavin et al., "Success for All."
17. Robert E. Slavin and Nancy A. Madden, "Effects of Success for All on the Achievement of English Language Learners," paper presented at the annual meeting of the American Educational Research Association, San Francisco, 1995.
18. Marcella Dianda and John Flaherty, "Effects of Success for All on the Reading Achievement of First-Graders in California Bilingual Programs," paper presented at the annual meeting of the American Educational Research Association, San Francisco, 1995.
19. Slavin and Madden, "Effects of Success for All on the Achievement of English Language Learners."
20. Slavin, Madden, and Wasik, op. cit.
21. Nancy A. Madden, Robert E. Slavin, and Kathleen Simons, MathWings: Early Indicators of Effectiveness (Baltimore: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, 1997).
22. Edison Project Partnership Schools Show Promising Academic Gains One Year After Opening (New York: Edison Project, 1996).
23. Core Knowledge Sequence (Charlottesville, Va.: Core Knowledge Foundation, 1995).
24. Sam Stringfield and Barbara McHugh, The Maryland Core Knowledge Implementation: First-Year Evaluation (Baltimore: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, 1997).
25. Sam Stringfield, personal communication, 20 May 1997.
26. Michael Marshall, Core Knowledge Sequence Credited in Test Score Boosts (Charlottesville, Va.: Core Knowledge Foundation, 1996); and Gail O. Schubnell, "Hawthorne Elementary School: The Evaluator's Perspective," Journal of Education for Students Placed at Risk, vol. 1, 1996, pp. 33-40.
27. Michael Marshall, Core Knowledge Sequence Credited in Test Score Boosts (Charlottesville, Va.: Core Knowledge Foundation, 1996); and Gail O. Schubnell, "Hawthorne Elementary School: The Evaluator's Perspective," Journal of Education for Students Placed at Risk, vol. 1, 1996, pp. 33-40.
28. Henry M. Levin, "Accelerated Schools for Disadvantaged Students," Educational Leadership, March 1987, pp. 19-21; and Hopfenberg and Levin, op. cit.
29. Henry M. Levin, "Accelerated Schools for Disadvantaged Students," Educational Leadership, March 1987, pp. 19-21; and Hopfenberg and Levin, op. cit.
30. Jane McCarthy and Suzanne Still, "Hollibrook Accelerated Elementary School," in Joseph Murphy and Phillip Hallinger, eds., Restructuring Schooling: Learning from Ongoing Efforts (Newbury Park, Calif.: Corwin, 1993), pp. 63-83.
31. Stephanie L. Knight and Jane A. Stallings, "The Implementation of the Accelerated School Model in an Urban Elementary School," in Richard L. Allington and Sean A. Walmsley, eds., No Quick Fix: Rethinking Literacy Programs in America's Elementary Schools (New York: Teachers College Press, 1995), pp. 236-52.
32. James P. Comer, School Power (New York: Free Press, 1980); Comer, "Educating Poor Minority Children"; and Comer et al., op. cit.
33. James P. Comer, School Power (New York: Free Press, 1980); Comer, "Educating Poor Minority Children"; and Comer et al., op. cit.
34. James P. Comer, School Power (New York: Free Press, 1980); Comer, "Educating Poor Minority Children"; and Comer et al., op. cit.
35. Comer, "Educating Poor Minority Children."
36. Stringfield, Millsap, and Herman, op. cit.
37. Betsy J. Becker and Lawrence V. Hedges, "A Review of the Literature on the Effectiveness of Comer's School Development Program," unpublished manuscript, Michigan State University, East Lansing, 1992; Norris M. Haynes, Summary of School Development Program Documentation and Research (New Haven, Conn.: Yale Child Study Center, 1991); and idem, ed., School Development Program Research Monograph (New Haven, Conn.: Yale Child Study Center, 1994).
38. Betsy J. Becker and Lawrence V. Hedges, "A Review of the Literature on the Effectiveness of Comer's School Development Program," unpublished manuscript, Michigan State University, East Lansing, 1992; Norris M. Haynes, Summary of School Development Program Documentation and Research (New Haven, Conn.: Yale Child Study Center, 1991); and idem, ed., School Development Program Research Monograph (New Haven, Conn.: Yale Child Study Center, 1994).
39. Betsy J. Becker and Lawrence V. Hedges, "A Review of the Literature on the Effectiveness of Comer's School Development Program," unpublished manuscript, Michigan State University, East Lansing, 1992; Norris M. Haynes, Summary of School Development Program Documentation and Research (New Haven, Conn.: Yale Child Study Center, 1991); and idem, ed., School Development Program Research Monograph (New Haven, Conn.: Yale Child Study Center, 1994).
40. H. Jerome Freiberg, Neil Prokosch, and Edward S. Treister, "Turning Around Five At-Risk Elementary Schools," School Effectiveness and School Improvement, vol. 1, 1990, pp. 5-25.
41. H. Jerome Freiberg and Shwu-Young Huang, Final Report Study 2.4: The Longitudinal Study of the life Cycle of Improving Schools (Philadelphia: National Center on Education in the Inner Cities, 1994); and H. Jerome Freiberg, Terry A. Stein, and Shwu-Young Huang, "Effects of a Classroom Management Intervention on Student Achievement in Inner-City Elementary Schools," Educational Research and Evaluation, vol. 1, 1995, pp. 36-66.
42. H. Jerome Freiberg and Shwu-Young Huang, Fi- nal Report Study 2.4: The Longitudinal Study of the life Cycle of Improving Schools (Philadelphia: National Center on Education in the Inner Cities, 1994); and H. Jerome Freiberg, Terry A. Stein, and Shwu-Young Huang, "Effects of a Classroom Management Intervention on Student Achievement in Inner-City Elementary Schools," Educational Research and Evaluation, vol. 1, 1995, pp. 36-66.
43. H. Jerome Freiberg, Consistency Management and Cooperative Discipline: A Sample Design (Houston: University of Houston, 1996).
44. Cynthia J. Orrell, "ATLAS Communities: Authentic Teaching, Learning for All Students," in Stringfield, Ross, and Smith, pp. 53-74.
45. Audrey Cohen and Janith Jordan, "The Audrey Cohen College System of Education: Purpose-Centered Education," in Stringfield, Ross, and Smith, pp. 25-52.
46. Bruce Goldberg and James Richards, "Co-NECT Schools," in Stringfield, Ross, and Smith, pp. 75-108.
47. Margaret M. Campbell et al., "The Expeditionary Learning/Outward Bound Design," in Stringfield, Ross, and Smith, pp. 109-38.
48. Ron Heady and Sally Kilgore, "The Modern Red Schoolhouse," in Stringfield, Ross, and Smith, pp. 139-78.
49. E. D. Hirsch, Jr., "The Core Knowledge Curriculum: What's Behind Its Success?." Educational Leadership, May 1993, pp. 23-25.
50. Robert Rothman, "Reform at All Levels: National Alliance for Restructuring Education," in Stringfield, Ross, and Smith, pp. 179-206.
51. See Fashola and Slavin, op. cit.
52. For a list of these programs, see National Diffusion Network, Educational Programs That Work: The Catalogue of the National Diffusion Network, 21st ed. (Longmont, Colo.: Sopris West, 1995).
53. A list of elementary and middle school programs with good evidence of effectiveness appears in Fashola and Slavin, op. cit.
54. On various types of tutoring programs, see Barbara A. Wasik and Robert E. Slavin, "Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs." Reading Research Quarterly, vol. 28, 1993, pp. 178-200; Barbara A. Wasik, Volunteer Tutoring Programs: A Review of Achievement Outcomes (Baltimore: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, 1997); and Peter A. Cohen, James A. Kulik, and Chen-Lin C. Kulik, "Educational Outcomes of Tutoring: A Meta-Analysis of Findings," American Educational Research Journal, vol. 19, 1982, pp. 237-48.
55. On various types of tutoring programs, see Barbara A. Wasik and Robert E. Slavin, "Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs." Reading Research Quarterly, vol. 28, 1993, pp. 178-200; Barbara A. Wasik, Volunteer Tutoring Programs: A Review of Achievement Outcomes (Baltimore: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, 1997); and Peter A. Cohen, James A. Kulik, and Chen-Lin C. Kulik, "Educational Outcomes of Tutoring: A Meta-Analysis of Findings," American Educational Research Journal, vol. 19, 1982, pp. 237-48.
56. On various types of tutoring programs, see Barbara A. Wasik and Robert E. Slavin, "Preventing Early Reading Failure with One-to-One Tutoring: A Review of Five Programs." Reading Research Quarterly, vol. 28, 1993, pp. 178-200; Barbara A. Wasik, Volunteer Tutoring Programs: A Review of Achievement Outcomes (Baltimore: Center for Research on the Education of Students Placed at Risk, Johns Hopkins University, 1997); and Peter A. Cohen, James A. Kulik, and Chen-Lin C. Kulik, "Educational Outcomes of Tutoring: A Meta-Analysis of Findings," American Educational Research Journal, vol. 19, 1982, pp. 237-48.
57. Olatakunbo S. Fashola and Robert E. Slavin, "Effective Dropout Prevention and College Attendance Programs for Students Placed at Risk," Journal of Education for Students Placed at Risk, in press.
58. Judy Pfannenstiel, Thomas Lambson, and Virginia Yarnell, Second Wave Study of the Parents as Teachers Program (Final Report) (St. Louis: Missouri Department of Elementary and Secondary Education and Parents as Teachers National Center, 1991); and Joyce L. Epstein, Karen C. Salinas, and Vivian E. Jackson, TIPS: Teachers Involve Parents in Schoolwork, rev. ed. (Baltimore: Center on Families, Communities, Schools, and Children's Learning, Johns Hopkins University, 1995).
59. Judy Pfannenstiel, Thomas Lambson, and Virginia Yarnell, Second Wave Study of the Parents as Teachers Program (Final Report) (St. Louis: Missouri Department of Elementary and Secondary Education and Parents as Teachers National Center, 1991); and Joyce L. Epstein, Karen C. Salinas, and Vivian E. Jackson, TIPS: Teachers Involve Parents in Schoolwork, rev. ed. (Baltimore: Center on Families, Communities, Schools, and Children's Learning, Johns Hopkins University, 1995).
60. Edward F. Zigler, Matia Finn-Stevenson, and Karen W. Linkins. "Meeting the Needs of Children and Families with Schools of the 21st Century," Yale Law and Policy Review, vol. 10, 1992, pp. 69-81.