Four Models of School Improvement: Successes and Challenges in Reforming Low-Performing, High-Poverty Title I Schools. Report No. 48

摘要

In this comprehensive report, the authors examine four distinct processes for reforming nine low-performing Title I schools in challenging high-poverty contexts. These processes include (1) a fundamentally grassroots, site-based model of reform; (2) locally mandated school reconstitution; (3) implementation of a locally administered reform package of Direct Instruction and Core Knowledge. Qualitative case studies of implementation and teaching and learning are presented along with quantitative outcomes in the areas of student achievement and classroom instruction. Findings show that at least one school engaged in each of the four processes showed improvement in several areas, while the others remained stagnant or declined. The potential strengths and weaknesses of each of these popular methods for reforming high-poverty schools are discussed.