Comprehensive School Reform in Culturally and Linguistically Diverse Contexts: Implementation and Outcomes from a Four-Year Study

Educational Evaluation and Policy Analysis

Volumn 25, Issue 2, 2003, Pages 143-170

  Datnow, Amanda ^a   Borman, Geoffrey D ^b   Stringfield, Sam ^c   Overman, Laura T ^c   Castellano, Marisa ^c  

^a UNIVERSITY OF SOUTHERN CALIFORNIA   (United States)

^b UNIVERSITY OF WISCONSIN MADISON   (United States)

^c JOHNS HOPKINS UNIVERSITY   (United States)

Author keywords

Comprehensive school reform; Language minority students; Multicultural education; Student achievement

Indexed keywords

EID: 0142250424     PISSN: 01623737     EISSN: None     Source Type: Journal    
DOI: 10.3102/01623737025002143     Document Type: Article

References (54)

1. Banks, J. A. (1995). Multicultural education: Historical development, dimensions, and practice. In J. A. Banks and C. A. McGee-Banks (Eds.), Handbook of research on multicultural education. New York: Simon and Shuster Macmillan.
2. Berman, P., & McLaughlin, M. W. (1978). Federal programs supporting educational change, Vol. VIII. Santa Monica, CA: RAND.
3. Borman, G. D., & D'Agostino, J. V. (1996). Title I and student achievement: A meta-analysis of federal evaluation results. Educational Evaluation and Policy Analysis, 18, 309-326.
4. Borman, G., Hewes, G., Rachuba, L., & Brown, S. (2002). Comprehensive school reform and student achievement: A meta-analysis. Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum.
6. Cohen, A., & Jordan, J. (1996). The Audrey Cohen College System of Education: Purpose-Centered education. In S. Stringfield, S. M. Ross, and L. Smith (Eds.), Bold plans for school restructuring: The New American Schools designs, (pp. 25-51). Mahwah, NJ: Lawrence Erlbaum Associates.
7. Cook, T. D., & Campbell, D. T. (1979). Quasi-experimentation: Design and analysis issues for field settings. Boston, MA: Houghton-Mifflin.
8. Core Knowledge Foundation. (1998). Core Knowledge sequence. Charlottesville, VA: Core Knowledge Foundation.
9. Crandall, D. P., Loucks-Horsley, S., Baucher, J. E., Schmidt, W. B., Eiseman, J. W., Cox, P. L., Miles, M. B., Huberman, A. M., Taylor, B. L., Goldberg, J. A., Shive, G., Thompson, C. L., & Taylor, J. A. (1982). Peoples, policies, and practices: Examining the chain of school improvement (vols. 1-10). Andover, MA: The NETWORK.
10. Cummins, J. (1989). Empowering minority students. Sacramento, CA: California Association of Bilingual Education.
11. Cummins, J. (1998). Language issues and educational change. In Hargreaves, A. et al., (Eds.), International handbook of educational change, (pp 440-459). London, UK: Kluwer.
12. Datnow, A. (2001). The sustainability of externally developed reforms in changing district and state contexts. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
13. Datnow, A., Borman, G., & Stringfield, S. (2000). School reform through a highly specified curriculum: A study of the implementation and effects of the Core Knowledge Sequence. The Elementary School Journal, 101(2), 167-192.
14. Datnow, A., Hubbard, L., & Mehan, H. (2002). Extending educational reform: From one school to many. London, UK: Routledge Falmer Press.
15. Datnow, A., and Yonezawa, S. (In press). Observing school restructuring in multicultural, multilingual contexts. In H. Waxman, R. Tharp, & R. Hilberg (Eds.), Observational research in culturally and linguistically diverse classrooms. Cambridge, UK: Cambridge University Press.
16. Desimone, L. (2000). Making comprehensive school reform work. New York: ERIC Clearinghouse on Urban Education.
17. Elmore, R. E. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.
18. Fullan, M. (1999). Change forces: The sequel. London, UK: Palmer Press.
19. Gandara, P. (1999). Review of research on the instruction of Limited English Proficient students. A report to the California Legislature. Santa Barbara, CA: University of California, Linguistic Minority Research Institute. Retrieved May, 22 2003 from http://lmri.ucsb.edu/resdiss/pdf_files/gandara.pdf.
20. Genessee, F. (Ed.). (1999). Program alternatives for linguistically diverse students. Educational practice report No. 1. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence.
21. Glennan, T. K. (1998). New American Schools after six years. Santa Monica, CA: RAND.
22. Hamann, E., Zuliani, I., & Hudak, M. (April, 2002). English language learners, comprehensive school reforms, and state departments of education: An unbridged dichotomy. Paper presented at the annual meeting of the American Educational Research Association, New Orleans, LA.
23. Hargreaves, A., & Fink, D. (2000). Three dimensions of educational reform. Educational Leadership, 57(7), 30-34.
24. Haynes, N. (Ed.). (1998). Special issue: Changing schools for changing times: The Comer Development Program. Journal of Education for Students Placed At Risk, 3(1).
25. Heady, R., & Kilgore, S. (1996). The Modem Red Schoolhouse. In S. Stringfield, S. M. Ross, and L. Smith (Eds.), Bold plans for school restructuring: The New American Schools designs. Mahwah, NJ: Lawrence Erlbaum Associates.
26. Hedges, L. V. (1981). Distribution theory for Glass's estimator of effect size and related estimators. Journal of Educational Statistics, 6, 106-128.
27. Herman, R., Aladjem, D., McMahon, P., Masem, E., Mulligan, I., O'Malley, A., Quinones, S., Reeve, A., & Woodruff, D. (1999). An educators' guide to school-wide reform. Washington, DC: American Institutes for Research.
28. Hirsch, E. D. Jr. (1993). What your 5th grader needs to know: Fundamentals of a good fifth grade education. New York: Dell.
29. Hedges, L. V. (1981). Distribution theory for Glass's estimator of effect size and related estimators. Journal of Educational Statistics, 6, 106-128.
30. Herman, R., Aladjem, D., McMahon, P., Masem, E., Mulligan, I., O'Malley, A., Quinones, S., Reeve, A., & Woodruff, D. (1999). An educators' guide to school-wide reform. Washington, DC: American Institutes for Research.
31. Kearns, D. T., & Anderson, J. L. (1996). Sharing the vision: Creating new American schools. In Stringfield, S., Ross, S. M., & Smith, L. (Eds.) Bold plans for school restructuring: The New American Schools designs (pp. 9-23). Mahwah, NJ: Lawrence Erlbaum.
32. Krueger, R. A. (1994). Focus groups. Thousand Oaks, CA: Sage.
33. Land, D., and Legters, N. (2002). The extent and consequences of risk in U.S. education. In S. String-field and D. Land (Eds.), Educating at-risk students (pp. 1-28). Chicago, IL: University of Chicago Press.
34. Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment. Confirmation from meta-analysis. American Psychologist, 48, 1181-1209.
35. McLaughlin, M., & Talbert, J. E. (1993). How the world of students and teachers challenges policy coherence. In S. H. Furhman (Ed.), Designing coherent educational policy (pp. 220-249). San Francisco, CA: Jossey Bass
36. Menken, K. (2000). Do the models fit? Towards comprehensive school reform for English language learners. Washington, DC: National Clearinghouse for Bilingual Education, Center for the study of language and education. Retrieved May 22, 2003 from http://www.ncbe.gwu.edu/ncbepubs/tasynthesis/framing/4models.htm.
37. Miles, M., & Huberman, M. (1984). Qualitative data analysis. Beverly Hills, CA: Sage Publications.
38. Oakes, J. (1993). New standards and disadvantaged schools. Background paper prepared for research forum on Effects of New Standards and Assessments on High Risk Students and Disadvantaged Schools. Cambridge, MA: Harvard University.
39. Oakes, J., Wells, A. S., Jones, M., & Datnow, A. (1997). Detracking: The social construction of ability, cultural politics, and resistance to reform. Teachers College Record, 98(3), 482-510.
40. Sizer, T. R. (1996). Horace's hope. New York: Houghton Mifflin.
41. Slavin, R. E. (1995). Sand, bricks, and seeds: School change strategies and readiness for reform. Baltimore, MD: Johns Hopkins University, Center For Research on the Education of Students Placed at Risk.
42. Slavin, R. E., & Fashola, O. (1998). Show me the evidence! Thousand Oaks, CA: Corwin.
43. Slavin, R. E., & Madden, N. A. (1998) 'Disseminating Success for All: Lessons for policy and practice, revised technical report', Baltimore, MD: Center for Research on the Education of Students Placed At Risk, Johns Hopkins University.
44. Slavin, R. E., & Madden, N. (1999). Effects of bilingual and second language adaptations of Success for All on the reading achievement of students acquiring English. Journal of Education for Students Placed At Risk, 4(4), 393-416.
45. Slavin, R. E., & Madden, N. A. (2000). Roots & wings: Effects of whole-school reform on student achievement. Journal of Education for Students Placed At Risk, 5, 109-136.
46. Sleeter, C., & Grant, C. (1994). Making choices for multicultural education. New York: Macmillan.
47. Strauss, A., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage.
48. Stringfield, S., Millsap, M., Yoder, N., Schaffer, E., Nesselrodt, P., Gamse, B., Brigham, N., Moss, M., Herman, R., & Bedinger, S. (1997). Special strategies studies final report. Washington, DC: U.S. Department of Education.
49. Stringfield, S., Ross, S., & Smith, L. (Eds.) (1996). Bold plans for school restructuring: The New American Schools Development Corporation models. Mahwah, NJ: Lawrence Erlbaum.
50. Tharp, R. (1997). From at-risk to excellence: Research, theory, and principles for practice. Santa Cruz, CA: Center for Research on Education, Diversity, and Excellence.
51. Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity, & Excellence. Retrieved May 22, 2003 from http://www.crede.ucsc.edu/research/llaa/1.1_final.html.
52. United States Bureau of the Census. (1999). School enrollment-social and economic characteristics of students. Washington, DC: U.S. Department of Commerce.
53. Yin, R. (1989). Case study research. Beverly Hills, CA: Sage Publications.
54. Yonezawa, S., & Datnow, A. (1999). Supporting multiple reform designs in a culturally and linguistically diverse school district. Journal of Education of Students Placed At Risk, 4(1), 101-126.