Two- and three-year achievement results from the Memphis restructuring initiative

School Effectiveness and School Improvement

Volumn 12, Issue 3, 2001, Pages 323-346

  Ross, Steven M ^c   Sanders, William L ^d   Wright, S Paul ^d   Stringfield, Sam ^a,b   Wang, L Weiping ^d   Alberg, Marty ^d  

^a JOHNS HOPKINS UNIVERSITY   (United States)

^b HOWARD UNIVERSITY   (United States)

^c UNIVERSITY OF MEMPHIS   (United States)

^d NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0042366310     PISSN: 09243453     EISSN: None     Source Type: Journal    
DOI: 10.1076/sesi.12.3.323.3451     Document Type: Article

References (40)

1. Adler, M. (1984). The Paideia program: An educational syllabus. New York: Macmillan.
2. Bodilly, S., Keltner, B., Purnell, S., Reichardt, R., & Schuyler, G. (1998, March). Lessons from New American Schools' scale-up phase: Prospects for bringing designs to multiple schools (MR-942.0-NAS). Santa Monica, AC: RAND.
3. Bol, L., Nunnery, J., Lowther, D., Dietrich, A., Pace, J., Anderson, R., Bassoppo-Moyo, T., & Phillipsen, L. (1998). Education and Urban Society, 30(3), 358-384.
4. Bol, L., Nunnery, J., Stephenson, P., & Mogge, K. (2000). Changes in teachers' assessment practices in the New American Schools restructuring models. Teaching and Change, 7(2), 127-146.
5. Bratton, S.E., Jr., Horn, S.E., & Wright, S.P. (1996). Using and interpreting Tennessee's value-added assessment system: A primer for teachers and principals. Knoxville, TN: Value-Added Research and Assessment Center, University of Tennessee.
6. Bryk, A.S., Sebring, P.B., Kerbow, D., Rollow, S., & Easton, J.Q. (1998). Charting Chicago school reform. Boulder, CO: Westview.
7. Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdale, NJ: Lawrence Erlbaum Associates.
8. CTB/MacMillan/McGraw-Hill. (1989). The Comprehensive Test of Basic Skills - 4th Edition: Technical Bulletin 1. Monterey, CA: Macmillan/McGraw-Hill.
9. CTB/MacMillan/McGraw-Hill. (1997). Terra Nova Technical Bulletin 1. Monterey, CA: Macmillan/McGraw-Hill.
10. Datnow, A., & Stringfield, S. (2000). Working together for reliable school reform. Journal of Education for Students Placed At Risk, 5(1 & 2), 183-204.
11. Fullan, M.G. (1991). The new meaning of educational change. New York: Teachers College.
12. Fullan, M.G. (1999). Change forces: The sequel. London: Falmer.
13. Fullan, M.G. (2001). The meaning of educational change (3rd ed.). New York: Teachers, College Press.
14. Fullan, M.G., & Miles, M.M. (1992). Getting reform right: What works and what doesn't. Phi Delta Kappan, 73(10), 744-752.
15. Goldstein H. (1995). Multilevel statistical models (2nd ed.). London: Edward Arnold, New York: Halsted Press.
16. Herman, R. (1999). An educators' guide to schoolwide reform. Arlington, VA: Educational Research Service.
17. Hess, A. (1995). Restructuring urban schools: A Chicago perspective. New York: Teachers College.
18. Kearns, D.T., & Anderson, J.L. (1996). Sharing the vision: Creating new American schools. In S. Stringfield, S. Ross, & L. Smith (Eds.), Bold plans for school restructuring: The New American Schools designs (pp. 9-24). Mahwah, NJ: Lawrence Erlbaum Associates.
19. Levin, H. (1987). Accelerated schools for disadvantaged students. Educational Leadership, 44(6), 19-21.
20. Murphy, J., & Beck, L. (1995). School-based management as school reform: Taking stock. Newbury Park, CA: Corwin.
21. Nunnery, J. (1998). Reform ideology and the locus of development problem in educational restructuring: Enduring lessons from studies of educational innovation. Education and Urban Society, 30(3), 269-276.
22. Puma, J.J., Karweit, N., Price, C., et al. (1997, April). Prospects: Final report on student outcomes. Cambridge, MA: Apt Associates.
23. Reynolds, D., Creemers, B., Stringfield, S., & Teddlie, C. (in press). World-Class Schools: Longitudinal data from the International School Effectiveness Programme. London: Falmer.
24. Ross, S., Alberg, M., Smith, L., Anderson, R., Bol, L., Tietrich, A., Lowther, D., & Phillipsen, L. (2000). Using whole-school restructuring designs to improve educational outcomes. Teaching and Change 7(2), 111-126.
25. Ross, S., Henry, D., Phillipsen, L., Evans, K., Smith, L., & Buggey, T. (1997). Matching restructuring programs to schools: Selection, negotiation, and preparation. School Effectiveness and School Improvement, 8, 45-71.
26. Ross, S., Sanders, W.L., Wright, S.P., & Stringfield, S. (1998, June). The Memphis restructuring initiative: Achievement results for years 1 and 2 on the Tennessee Value-Added Assessment System (TVAAS). Memphis, TN: Center for Research in Educational Policy, The University of Memphis.
27. Ross, S., Troutman, A., Horgan, D., Maxwell, S., Laitinen, R., & Lowther, D. (1997). The success of schools in implementing eight restructuring designs: A synthesis of first-year evaluation outcomes. School Effectiveness and School Improvement, 8, 95-124.
28. Sanders, W.L., & Horn, S.P. (1995a). Educational assessment reassessed: The usefulness of standardized and alternative measures of student achievement as indicators for the assessment of educational outcomes. Educational Policy Analysis Archives, 3(6), 1-19.
29. Sanders, W.L., & Horn, S.P. (1995b). The Tennessee Value-Added Assessment System (TVAAS): Mixed model methodology in educational assessment. In A.J. Shinkfield & D. Stufflebeam (Eds.), Teacher evaluation: Guide to effective practice (pp. 337-350). Boston: Kluwer.
30. Sarason, S. (1996). Revisiting "the Culture of the School and the Problem of Change." New York: Teachers College.
31. Senge, P. (1990). The fifth discipline. New York: Doubleday.
32. Slavin, R. (1996). Education for All. Lisse, NL: Swets & Zeitlinger.
33. Slavin, R., Madden, N., Dolan, L.J., Wasik, B.A., Ross, S., Smith, L., & Dianda, M. (1996). Success for All: A summary of research. Journal of Education for Students Placed at Risk, 1(1), 41-76.
34. Slavin, R., Madden, N., Karweit, N., Livermon, B., & Dolan, L. (1990). Success for All: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27(2), 255-278.
35. Smith, L., Maxwell, S., Lowther, D., Hacker, D., Bol, L., & Nunnery, J. (1997). Activities in schools and programs experiencing the most, and least, early implementation success. School Effectiveness and School Improvement, 8, 125-150.
36. Smith, L., Ross, S., McNelis, M., Squires, M., Wasson, R., Maxwell, S., Weddle, K., Nath, L., Grehan, A., & Buggey, T. (1998). The Memphis restructuring initiative: Analyses of activities and outcomes that impact implementation success. Education and Urban Society, 30(3), 296-325.
37. Stringfield, S., Datnow, A., Herman, R., & Berkeley, C. (1997). Introduction to the Memphis Restructuring Initiative. School Effectiveness and School Improvement, 8, 3-35.
38. Stringfield, S., Ross, S., & Smith, L. (Eds.) (1996). Bold plans for school restructuring: The New American schools designs. Mahwah, NJ: Lawrence Erlbaum Associates.
39. Wilson, K., & Davis, B. (1994). Redesigning Education. New York: Holt.
40. Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.