CSRQ CENTER REPORT ON ELEMENTARY SCHOOL COMPREHENSIVE SCHOOL REFORM MODELS*

   

Comprehensive School Reform Quality Center
American Institutes for Research

Last updated November 7, 2006
The Best Evidence Encyclopedia

EDUCATOR’S SUMMARY

Which comprehensive school reform programs have evidence of positive effects on elementary school achievement? To find out, this review summarizes evidence on comprehensive school reform (CSR) models in elementary schools, grades K-6. Comprehensive school reform models are programs used schoolwide to improve student achievement. They typically include the following elements:

  • Innovative approaches to instruction and curriculum used in many subjects throughout the school
  • Extensive, ongoing professional development, and coaches or facilitators in the building to help manage the reform process
  • Measureable goals and benchmarks for student achievement
  • Emphasis on parent and community involvement

CSR models are developed and supported by national organizations, mostly nonprofits, that provide professional development, materials, and support to networks of schools.

For general findings, program ratings and contact information click here
For program ratings and contact information click here
For connections to related reviews click here

General Findings

Overall, 495 studies on 22 CSR models were identified initially relevant, 158 were eligible for full review, and 95 met standards. Of these, 72 were rated “conclusive,” and 23 were rated “suggestive.” Below are listed the programs according to these categories. Within categories, programs are listed in alphabetical order.

Program Ratings and Contact Information

Program Ratings (Beginning Reading Programs)

Moderately Strong
Direct Instruction (Full immersion model).- www.nifdi.org
Success for All - www.successforall.org

Moderate
Accelerated Schools Plus - www.acceleratedschools.net
America’s Choice - www.ncee.org
Core Knowledge - www.coreknowledge.org
Literacy Collaborative -www.lcosu.org
National Writing Project - www.writingproject.org
School Development Program - www.schooldevelopmentprogram.org
School Renaissance - www.renlearn.com
Limited
ATLAS Communities - www.atlascommunities.org
Different Ways of Knowing - www.differentways.org
Integrated Thematic Instruction - www.kovalik.com
Modern Red Schoolhouse - www.mrsh.org
Pearson Achievement Solutions (Co-nect) - www.pearsonachievement.com
Ventures Initiative and Focus System - www.vesc-education.com
  Zero
Breakthrough to Literacy - www.breakthroughtoliteracy.com
Coalition of Essential Schools - www.essentialschools.org
Community for Learning - www.temple.edu/lss/cfl.htm
Comprehensive Early Literacy Learning - www.cell-exll.com
Expeditionary Learning - www.elob.org
First Steps - www.stepspd.org
Onward to Excellence II - www.nwrel.org/scpd/ote

* Within categories, programs are listed in alphabetical order

Review Methods

For its quantitative analyses of overall achievement, CSRQ identified 22 CSR programs serving at least 20 schools in at least 3 states. They then did an extensive search for all types of studies that evaluated these programs. The evaluations’ validity was rated as inconclusive, suggestive, or conclusive. Conclusive studies met the following criteria:

  • Schools using each program had to be compared to equivalent control groups
  • Schools had to have pretest scores or other baseline measures
  • The outcome measures had to be reliable and valid
  • The study duration had to be at least one year

To be considered “suggestive,” a study had to meet the same standards, but could have up to two “non-critical threats to validity.”

CSR programs were rated in terms of the strength of their evidence of effectiveness in four categories:

Program Ratings
Very Strong: At least 10 qualifying studies, with at least 5 rated “conclusive” and 75% of outcomes significantly positive, with an overall mean effect size of ES=+0.25. “Effect size” is the experimental-control difference divided by the standard deviation.
Moderately Strong: 5-9 qualifying studies, with at least 3 rated “conclusive,” and 51% to 75% of outcomes significantly positive, with an overall mean effect size of at least +0.15.
Moderate: 2-4 qualifying studies, with at least 1 rated “conclusive,” and 26% to 50% of outcomes significantly positive, with an overall mean effect size of at least +0.15.
Limited: 1 qualifying study, with 1-25% of outcomes significantly positive.
NR
NR: No Rating: No qualifying studies


CSRQ also looked at evidence in three additional areas:

  • Additional student outcomes
  • The model's design based on research
  • Services and supports provided to schools

Connections

For another review of research on comprehensive school reform in grades K-12, see Borman et al. (2003), at www.successforall.net/_images/pdfs/Borman_CSR_meta_RER.pdf

For the CSRQ review of research on comprehensive school reform models at the middle and high school levels, see www.csrq.org/documents/MSHS2006Report_FinalFullVersion10-03-06.pdf

To access the full report , see http://www.csrq.org/documents/CSRQCenterCombinedReport_Web11-03-06.pdf

 
     

 

 

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