Comprehensive school reform: An implementation study of preschool programs in elementary schools

Elementary School Journal

Volumn 104, Issue 5, 2004, Pages 368-389

  Desimone, Laura ^a   Payne, Brandyn ^a   Fedoravicius, Nicole ^b   Henrich, Christopher C ^c   Finn Stevenson, Matia ^b  

^a VANDERBILT UNIVERSITY   (United States)

^b YALE UNIVERSITY   (United States)

^c GEORGIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 25844486057     PISSN: 00135984     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (133)

1. Anderson, L., & Shirley, J. (1995). High school principals and school reform: Lessons learned from a statewide study of Project Re: Learning. Educational Administration Quarterly. 31(3), 405-423.
2. Baillargeon, M. (1993). One child, many environments: Continuity or discontinuity in kindergarten and school-based day care programs? Alberta Journal of Educational Research, 39(1), 127-142.
3. Baker, A. (1996). Parents as school partners project: Final report. New York: National Council of Jewish Women.
4. Ballou, D., & Podgursky, M. (2001, Spring). Let the market decide. Education Next, 16. Available: http://www.educationnext.org/2001sp/#16
5. Barnett, W. (1998). Long-term cognitive and academic effects of early childhood education on children in poverty. New Brunswick, NJ: Rutgers University, Graduate School of Education.
6. Berends, M., Bodilly, S., & Kirby, S. (2002). Facing the challenges of whole-school reform: New American Schools after a decade. Santa Monica, CA: RAND.
7. Berends, M., Kirby, S., Naftel, S., & McKelvey, C. (2001). Implementation and performance in New American Schools: Three years into scale-up, Santa Monica, CA: RAND.
8. Berruta-Clement, J., Schweinhart, J., Barnett, W., Epstein, A., & Walker, D. (1984). Changed lives: The effects of the Perry Preschool Program on youths through age 19. Ypsilanti, MI: High/Scope.
9. Bodilly, S. (1998). Lessons from New American Schools scale-up phase: Prospects for bringing designs to multiple schools. Santa Monica, CA: RAND.
10. Bodilly, S., & Berends, M. (1999). Necessary district support for comprehensive school reform. In G. Orfield & E. H. DeBray (Eds.), Hard work for good schools: Facts not fads in Title I reform (pp. 113-121). Cambridge, MA: Harvard University, Civil Rights Project.
11. Bol, L., Nunnery, J., Lowther, D., Dietrich, A., Pace, J., Anderson, R., Bassoppo-Moyo, T., & Phillipsen, L. (1998). Inside-in and outside-in support for restructuring. Education and Urban Society, 30(3), 358-385.
12. Borman, K., Cookson, P., Sadovnik, A., & Spade, J. (Eds.). (1996). Implementing educational reform: Sociological perspectives on educational policy. Norwood, NJ: Ablex.
13. Bryk, A., Sebring, P., Kerbow, D., Rollow, S., & Easton, J. (1998). Charting Chicago school reform: Democratic localism as a lever for change. Boulder, CO: Westview.
14. Burchinal, M. R. (1999). Child care experiences and developmental outcomes. Annals of the American Academy of Political and Social Sciences, 563, 73-97.
15. Burchinal, M. R., Peisner-Feinberg, E., Bryant, D. M., & Clifford, R. (2000). Children's social and cognitive development and child-care quality: Testing for differential associations related to poverty, gender, or ethnicity. Applied Developmental Science, 4, 149-165.
16. Chicago Longitudinal Study. (2000, Summer). Chicago Longitudinal Study Newsletter, Issue 1. Madison: University of Wisconsin-Madison, Waisman Center.
17. Clifford, R., Early, D., & Hills, T. (1999, November). Almost a million children in school before kindergarten: Who is responsible for early childhood services? Young Children, 54(5), 48-51.
18. Coffey, A., & Atkinson, P. (1996) Making sense of qualitative data analysis: Complementary strategies. Thousand Oaks, CA: Sage.
19. Coleman, J. S. (1987a). Families and schools. Educational Researcher, 16, 32-38.
20. Coleman, J. S. (1987b). Social capital and the development of youth. Momentum, 18(4), 6-8.
21. Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, 95-120.
22. Cooper, R., Slavin, R., & Madden, N. (1998). Success for All: Improving the quality of implementation of whole-school change through the use of a national reform network. Education and Urban Society, 30(3), 385-408.
23. Cost, Quality, and Child Outcomes Study Team. (1995). Cost, quality, and child outcomes in child care centers. Denver: University of Colorado at Denver, Department of Economics.
24. Crnic, K., & Lamberty, G. (1994). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development, 5(2), 91-105.
25. Cromley, E. (1996). Making the transition to school: Which communities provide full-day public kindergarten? In K. England (Ed.), Who will mind the baby? Geographies of child care and working mothers (pp. 49-62). New York: Routledge.
26. Cummins, J. (1986). Empowering minority parents: A framework for intervention. Harvard Educational Review, 56, 18-36.
27. Datnow, A. (2000). Power and politics in the adoption of whole school reform models. Educational Evaluation and Policy Analysis, 22(4), 357-374.
28. Datnow, A., & Castellano, M. (2000, April). Managing and guiding school reform: Leadership in Success for All Schools. Paper presented at the annual meeting of the American Educational Research Association, New Orleans.
29. Davidson, B., & St. John, E. (1996). Principals' changing roles: Analysis of selected case studies. In C. Finnan, E. St. John, J. McCarthy, & S. Slovacek (Eds.), Accelerated schools in action: Lessons from the field (pp. 169-184). Thousand Oaks, CA: Corwin.
30. Deemer, E., Desimone, L., & Finn-Stevenson, M. (1998, January). 21C: A decade of school-based child care. Principal, 77(3), 43-46.
31. Desimone, L. (2002). What makes comprehensive school reform successful? Review of Educational Research, 72(3), 433-479.
32. Dryfoos, J. (1994). Full-service schools: A revolution in health and social services for children, youth, and families. San Francisco: Jossey-Bass.
33. Egley, E., & Egley, R. (2000). Teaching principals, parents and colleagues about developmentally appropriate practice. Young Children, 55(5), 48-51.
34. Elkind, D. (1990). Academic pressures: Too much too soon: The demise of play. In E. Klugnan & S. Smilansky (Eds.), Children's play and learning: Perspectives and policy implications (pp. 3-17). New York: Teachers College Press.
35. Elkind, D. (1991). Early childhood education in the postmodern era. In D. Elkind (Ed.), Perspectives on early childhood education (pp. 3-17). Washington, DC: National Education Association.
36. Elmore, R. F. (1975). Design of the Follow Through experiment. In A. M. Rivlin & P. M. Timpane (Eds.), Planned variation in education: Should we give up or try harder? (pp. 23-45). Washington, DC: Brookings Institution.
37. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.
38. Elmore, R., & McLaughlin, M. (1988). Steady work: Policy, practice, and the reform of American education. Santa Monica, CA: RAND.
39. Epstein, J. (1984). School policy and parent involvement: Research results. Educational Horizons, 62, 70-72.
40. Epstein, J., & Hollifield, J. (1996). Title I and school-family-community partnerships: Using research to realize the potential. Journal of Education for Students Placed At Risk, 1, 263-278.
41. Finn-Stevenson, M., & Zigler, E. (1999). Schools of the Twenty-First Century: Linking child care and education. Boulder, CO: Westview.
42. Finn-Stevenson, M., & Zigler, E. (in press). The School of the Twenty-First Century. In R. Sternberg & M. Constas (Eds.), Educational research and practice in school reform.
43. Firestone, W. (1994). Redesigning teacher salary systems for educational reform. American Educational Research Journal, 31(3), 549-574.
44. Fuerst, J., & Fuerst, D. (1993). Chicago experience with an early childhood program: The special case of the Child Parent Center Program. Urban Education, 28(1), 69-96.
45. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
46. Fuller, B., & Strath, A. (2001). The child-care and preschool workforce: Demographics, earnings, and unequal distribution. Educational Evaluation and Policy Analysis, 23(1), 37-55.
47. Gabarino, J. (1989). Early intervention in cognitive development as a strategy for reducing poverty. In G. Miller (Ed.), Giving children a chance: The case for more effective national policies (pp. 23-26). Washington, DC: National Policy Press.
48. Goddard, R., Tschannen-Moran, M., & Hoy, W. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. Elementary School Journal, 102(1), 3-18.
49. Goldring, E., & Shapira, R. (1993). Choice, empowerment, and involvement: What satisfies parents? Educational Evaluation and Policy Analysis, 15(4), 396-409.
50. Gottlieb, J., & Weinberg, S. (1999). Comparison of students referred and not referred for special education. Elementary School Journal, 99(3), 187-199.
51. Griffith, J. (2000). School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. Elementary School Journal, 101(1), 35-61.
52. Hart, C., & Burts, D. (1997). Integrated curriculum and developmentally appropriate practice: Birth to age eight. SUNY series. Early childhood education: Inquires and insights. Albany, NY: SUNY Press.
53. Haynes, N. (Ed.). (1998). Changing schools for changing times: The Comer Development Program [Special issue]. Journal of Education for Students Placed at Risk, 3(1).
54. Helburn, S., & Howes, C. (1996). Child care cost and quality. Future of Children, 6(2), 62-82.
55. Henderson, A. T., & Berla, N. (1994). A new generation of evidence: The family is critical to student achievement. St. Louis, MO: Danforth Foundation; Flint, MI: Mott (C. S.) Foundation.
56. Henrich, C. C. (in press). Head Start as a national laboratory. In E. F. Zigler & S. Styfco (Eds.), The Head Start debates. New Haven, CT: Yale University Press.
57. Huberman, A., & Miles, M. (1994). Data management and analysis methods. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 428-444). Thousand Oaks, CA: Sage.
58. Ingersoll, R. M. (1999). Teacher turnover, teacher shortages and the organization of schools. Seattle: University of Washington, Center for the Study of Teaching and Policy.
59. Kagan, S., & Neuman, M. (1998). Lessons from three decades of transition research. Elementary School Journal, 98(4), 365-379.
60. Kagan, S. L., & Newton, J. W. (1989). Public policy report: For-profit and nonprofit child care: Similarities and differences. Young Children, 45(1), 4-10.
61. Katz, L. (1994). Perspectives on the quality of early childhood programs. Phi Delta Kappan, 76(3), 200-205.
62. Kessler-Sklar, S., & Baker, A. (2000). School district parent involvement policies and programs. Elementary School Journal, 101, 101-118.
63. LaParo, K., Pianta, R., & Cox, M. (2000). Kindergarten teachers' reported use of kindergarten to first grade transition practices. Elementary School Journal, 101(1), 63-78.
64. Lombardi, J. (1992). Beyond transition: Ensuring continuity in early childhood. ERIC Digest [Online]. Available: http://www.ed.gov/databases/ERIC- Digests/ed345867.html
65. Love, J. M., Logue, M. E., Trudeau, J. V., & Thayer, K. (1992). Transitions to kindergarten in American schools (Contract No. LC88089001). Portsmouth, NH: U.S. Department of Education.
66. Mangione, P., & Speth, T. (1998). The transition to elementary school: A framework for creating early childhood continuity through home, school, and community partnerships. Elementary School Journal, 98(4), 381-397.
67. McDonald, J. P. (1996). Redesigning school: Lessons for the 21st century. San Francisco: Jossey-Bass.
68. McLaughlin, M. (1976). Implementation as mutual adaptation: Change in classroom organization. Teachers College Record, 77(3), 339-351.
69. McLaughlin, M. (1990). The RAND change agent study revisited: Macro perspectives and micro realities. Educational Researcher, 19(9), 11-16.
70. Meisels, S. (1999). Assessing readiness. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 39-66). Baltimore: Paul H. Brookes.
71. Miles, M., & Huberman, A. (1994). Qualitative data analysis: An expanded sourcebook (2d ed.). London: Sage.
72. Mullens, J. E., & Gayler, K. (1999). Measuring classroom instructional processes: Using surveys and case study field test results to improve item construction. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement.
73. Muncey, D., & McQuillan, P. (1993). Preliminary findings from a five-year study of the Coalition of Essential Schools. Phi Delta Kappan, 74, 486-489.
74. Muncey, D., & McQuillan, P. (1996). Reform and resistance in schools and classrooms: An ethnographic view of the Coalition of Essential Schools. New Haven, CT: Yale University Press.
75. Murnane, R., Singer, J., & Willett, J. (1989). The influences of salaries and "opportunity costs" on teachers' career choices: Evidence from North Carolina. Harvard Educational Review, 59(3), 325-346.
76. Murphy, J., & Hallinger, P. (1992). The principalship in an era of transformation. Journal of Educational Administration, 30(3), 77-88.
77. National Association for the Education of Young Children. (2000). Promising strategies for increasing compensation. Young Children, 55(3), 58-59.
78. National Center for Early Development and Learning (NCEDL). (2000). Teacher education, wages key to outcomes. NCEDL Spotlights, 18. Available: http://www.fpg.unc.edu/~SCPP/pdfs/spot18.pdf
79. National Center for Education Statistics. (2002). Condition of Education 2002 in brief. Washington, DC: Author.
80. National Center for Education Statistics. (2003). Prekindergarten in U.S. public schools: 2000-2001. Washington, DC: Author.
81. Newmann, F. M., Marks, H. M., & Gamoran, A. (1996). Authentic pedagogy and student performance. American Journal of Education, 104(8), 280-312.
82. Odden, A. (2000). New and better forms of teacher compensation are possible. Phi Delta Kappan, 81(5), 361-366.
83. Pappano, L. (2001, October). The chalkboard. Full day, half day: Parents divided. Boston Globe, p. B13. Retrieved February 12, 2003. Available: www.boston.com/dailyglobe2/286/metro/Full_day_half_day_Parents_divided+.shtml
84. Patton, M. Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.
85. Peisner-Feinberg, E., & Burchinal, M. (1997). Relations between preschool children's child care experiences and concurrent development: The Cost, Quality, and Outcomes Study. Merrill-Palmer Quarterly, 43(3), 451-477.
86. Pianta, R., & Cox, M. (1999). The changing nature of the transition to school: Trends for the next decade. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 363-379). Baltimore: Paul H. Brookes.
87. Pianta, R. C., Cox, M. J., Taylor, L., & Early, D. (1999). Kindergarten teachers' practices related to the transition to school: Results of a national survey. Elementary School Journal, 100(1), 71-86.
88. Pianta, R. C., Kraft-Sayre, M., Rimm-Kaufman, S., Gercke, N., & Higgins, T. (2001). Collaboration in building partnerships between families and schools: The National Center for Early Development and Learning's kindergarten transition intervention. Early Childhood Research Quarterly, 16(1), 117-132.
89. Pianta, R. C., Rimm-Kaufman, S., & Cox, M. (1999). Introduction: An ecological approach to kindergarten transition. In R. C. Pianta & M. J. Cox (Eds.), The transition to kindergarten (pp. 3-12). Baltimore: Paul H. Brookes.
90. Powell, D. (1995). Enabling young children to succeed in school. Washington, DC: American Educational Research Association.
91. Pressman, J., & Wildavsky, A. (1984). Implementation. Berkeley: University of California Press.
92. Purkey, M., & Smith, S. (1983). Effective schools: A review. Elementary School Journal, 83(4), 427-452.
93. Ramey, C. T., Bryant, D. M., & Suarez, T. M. (1985). Preschool compensatory education and the modifiability of intelligence: A critical review. In D. Detterman (Ed.), Current topics in human intelligence (pp. 247-96). Norwood, NJ: Ablex.
94. Ramey, S., Lanzi, R., Phillips, M., & Ramey, C. (1998). Perspectives of former Head Start children and their parents on school and the transition to school. Elementary School Journal, 98(4), 311-327.
95. Ramey, S., & Ramey, C. (1998). The transition to school: Opportunities and challenges for children, families, educators, and communities. Elementary School Journal, 98(4), 293-295.
96. Reynolds, A. (1999). Educational success in highrisk settings: Contributions of the Chicago Longitudinal Study. Journal of School Psychology, 37, 345-354.
97. Reynolds, A., & Temple, J. (1998). Extended early childhood and school achievement: Age 13 findings from the Chicago Longitudinal Study. Child Development, 69, 231-246.
98. Rimm-Kaufman, S., & Pianta, R. (2000). An ecological perspective on the transition to kindergarten: A theoretical framework to guide empirical research. Journal of Applied Developmental Psychology, 21, 491-511.
99. Rivlin, A., & Timpane, M. (Eds.). (1975). Planned variation in education. Washington, DC: Brookings Institution.
100. Rosenholtz, S. (1989). Workplace conditions that affect teacher quality and commitment: Implications for teacher induction programs. Elementary School Journal, 89(4), 421-439.
101. Ross, S. M., 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(1), 95-124.
102. Saluja, G., Early, D., & Clifford, R. (2001). Public school prekindergarten: Does it make a difference? Principal, 80(5), 18-21.
103. Schneider, B. (1996). School, parent and community involvement: The federal government invests in social capital. In K. Borman, P. Cookson, Jr., A. Sadovnik, & Z. Spade (Eds.), Implementing educational reform: Sociological perspectives on educational policy (pp. 193-214). Norwood, NJ: Ablex.
104. Schultz, T., Lopez, M., & Hochberg, M. (1996). Early childhood reform in seven communities: Front-line practice, agency management and public policy. Vol. 2: Case studies. Report of the Studies of Education Reform program, U.S. Department of Education, Contract RR 91-172007. Alexandria, VA: National Association of State Boards of Education; Cambridge, MA: Harvard Family Research Project.
105. Schweinhart, L., & Weikart, D. (1998). Why cur riculum matters in early childhood education. Educational Leadership, 55(6), 57-60.
106. Sebring, P., & Bryk, A. (2000). School leadership and the bottom line in Chicago. Phi Delta Kappan, 81, 440-443.
107. Seefeldt, C., Denton, K., Galper, A., & Younoszai, T. (1998). Former Head Start parents' characteristics, perceptions of school climate, and involvement in their children's education. Elementary School Journal, 98(4), 339-349.
108. Seefeldt, C., Denton, K., Galper, A., & Younoszai, T. (1999). The relation between Head Start parents' participation in a transition demonstration, education, efficacy and their children's academic abilities. Early Childhood Research Quarterly, 14(1), 99-109.
109. Sergiovanni, T. (1994). Building community in schools. San Francisco: Jossey-Bass.
110. Shore, R. (1997). Rethinking the brain: New insights into early development. New York: Families and Work Institute.
111. Skinner, D., Bryant, D., Coffman, J., & Campbell, F. (1998). Creating risk and promise: Children's and teachers' co-constructions in the cultural world of kindergarten. Elementary School Journal, 98(4), 297-310.
112. 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 successes. School Effectiveness and School Improvement, 8(1), 125-150.
113. Smolkin, L. (1999). The practice of effective transitions. In R. C. Pianta, S. Rimm-Kaufman, & M. Cox (Eds.). The transition to kindergarten (pp. 325-349). Baltimore: Paul H. Brookes.
114. Smylie, M., & Hart, A. (1999). School leadership and teacher learning and change: A human and social capital development perspective. In J. Murphy & K. Louis (Eds.), Handbook of research on educational administration (2d ed., pp. 421-442). San Francisco: Jossey-Bass.
115. Stanton-Salazar, R. D., & Dornbusch, S. M. (1995). Social capital and the reproduction of inequality: Information networks among Mexican-origin high school students. Sociology of Education, 68(2), 116-135.
116. Stringfield, S., & Datnow, A. (1998). Scaling up: School restructuring designs in urban schools. Education and Urban Society, 30(3), 269-276.
117. Sui-Chu, E., & Douglas, W. (1996). Effects of parental involvement on grade achievement. Sociology of Education, 69, 126-141.
118. Taylor, K., Gibbs, A., & Slate, J. (2000). Preschool attendance and kindergarten readiness. Early Childhood Education Journal, 27(3), 191-195.
119. Temple, J., Reynolds, A., & Meidel, W. (2000). Can early intervention prevent high school dropout? Evidence from the Chicago Child-Parent Centers. Urban Education, 35, 31-56.
120. Timar, T. (1989). The politics of school restructuring. Phi Delta Kappan, 71(4), 165-175.
121. Tyack, D., & Cuban, L. (1995). Tinkering toward Utopia: A century of public school reform. Cambridge, MA: Harvard University Press.
122. U.S. Department of the Treasury. (1998). Investing in childcare: Challenges facing working parents and the private sector response. Washington, DC: Author.
123. U.S. General Accounting Office. (1998). Head Start programs. Participant characteristics, services, and funding. Washington, DC: Author.
124. Wang, M., & Wong, K. (Eds.). (1997). Implementing school reform: Practice and policy imperatives. Proceedings from the Implementation of the Title I Program: Implications for Improving Schools' Capacity for Achieving Success conference. Philadelphia: Temple University Center for Research in Human Development.
125. Wehlage, G., Smith, G., & Lipman, P. (1992). Restructuring urban schools: The New Futures experience. American Educational Research Journal, 29(1), 51-93.
126. Weikert, D., Bond, J., & McNeil, J. (1978). The Ypsilanti Perry Preschool Project: Preschool years and longitudinal results through first grade. Ypsilanti, MI: High/Scope.
127. Weikert, D., & Schweinhart, L. (1997). High/Scope Perry Preschool Program. In G. Albee & T. Gullotta (Eds.), Primary prevention works (pp. 146-166). Thousand Oaks, CA: Sage.
128. Winfield, L. (1991). Lessons from the field: Case studies of evolving schoolwide projects. Educational Evaluation and Policy Analysis, 13(4), 353-362.
129. Zigler, E. (1987, September). A solution to the nation's child care problem: The School of the Twenty-First Century. Address presented at the Policy Luncheon, Yale University, Bush Center, New Haven, CT.
130. Zigler, E., & Finn-Stevenson, M. (1994). Schools' role in the provision of support services for children and families: A critical aspect of program equity. Educational Policy, 8(4), 591-606.
131. Zigler, E., Finn-Stevenson, M., & Hall, N. (2002). The first 3 years and beyond: Brain development and social policy. New Haven, CT: Yale University Press.
132. Zigler, E., Finn-Stevenson, M., & Marsland, K. (1995). Child day care in the schools: The School of the Twenty-First Century. Child Welfare, 74, 1301-1326.
133. Zigler, E., & Styfco, S. (1994). Head Start: Criticisms in a constructive context. American Psychologist, 49, 127-132.