Assessing the progress of New American Schools : a status report / Mark Berends with Joanna Heilbrunn, Christopher J. McKelvey, Thomas Sullivan.

By:

Berends, Mark, 1962-

Contributor(s):

Material type: Text

TextPublication details: Santa Monica, CA : RAND, 1999.Description: 1 online resource (xviii, 42 pages) : illustrationsContent type:

text

Media type:

computer

Carrier type:

online resource

ISBN:

0585349258
9780585349251
083304351X
9780833043511
9780833027610
0833027611

Subject(s):

Genre/Form:

Additional physical formats: Print version:: Assessing the progress of New American Schools.DDC classification:

371.2/00973 21

LOC classification:

LB2822.82 .B45 1999eb

Online resources:

Click here to access online

Contents:

Introduction and Research Questions -- Toward an Understanding of Schoolwide Reforms: Assessment of the Scale-Up Phase -- Baseline Description of New American Schools -- Summary of Findings and Work Ahead -- References.

Summary: New American Schools (NAS), a private nonprofit corporation, began in 1991 to fund the development of designs aimed at transforming entire schools at the elementary and secondary levels, seeking to engage the nation's best educators, business people, and researchers in an effort to create, test, and foster the implementation of schoolwide designs that "break the mold." The competition, development, and demonstration phases of this effort have been completed; the current "scaling-up" phase, with the goal of forming a critical mass of schools within partnering school districts, began in 1995. This report describes RAND's plan for collecting the data needed to address the overall questions posed for the effort: What were the NAS schools like before they implemented the designs? How have the designs and the assistance they provide evolved over time? Are the critical components of the NAS designs being implemented across a wide array of schools? Do the NAS designs extend beyond changes in school organization and governance and permeate classrooms to change curriculum and instruction? Over time, what is the progress of the schools being assisted by NAS design teams in improving student and school performance? Also described is RAND's analysis of the baseline characteristics--demographics, climate, and test scores--of NAS schools in the early implementation stages of the scale-up phase, an analysis that sought to answer the first of the overall questions: What were the NAS schools like before they implemented the designs?

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"Prepared for New American Schools."

Includes bibliographical references (pages 37-42).

"MR-1085-EDU"--Page 4 of cover.

New American Schools (NAS), a private nonprofit corporation, began in 1991 to fund the development of designs aimed at transforming entire schools at the elementary and secondary levels, seeking to engage the nation's best educators, business people, and researchers in an effort to create, test, and foster the implementation of schoolwide designs that "break the mold." The competition, development, and demonstration phases of this effort have been completed; the current "scaling-up" phase, with the goal of forming a critical mass of schools within partnering school districts, began in 1995. This report describes RAND's plan for collecting the data needed to address the overall questions posed for the effort: What were the NAS schools like before they implemented the designs? How have the designs and the assistance they provide evolved over time? Are the critical components of the NAS designs being implemented across a wide array of schools? Do the NAS designs extend beyond changes in school organization and governance and permeate classrooms to change curriculum and instruction? Over time, what is the progress of the schools being assisted by NAS design teams in improving student and school performance? Also described is RAND's analysis of the baseline characteristics--demographics, climate, and test scores--of NAS schools in the early implementation stages of the scale-up phase, an analysis that sought to answer the first of the overall questions: What were the NAS schools like before they implemented the designs?