Moving Mountains: Successes and Challenges of the America's Choice Comprehensive School Reform Design

Supovitz, Jonathan A.; Poglinco, Susan M.; Snyder, Brooke A.

doi:10.1037/e383122004-001

Cited by 10 publications

(11 citation statements)

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“…The CDDRE program offered to help schools adopt any program with good evidence of effectiveness and partnered with several nonprofit organizations that provide training and materials to support whole-school turnaround and have good evidence of effectiveness: Success for All (Slavin, Madden, Chambers, & Haxby, 2009), Direct Instruction (Adams & Engelmann, 1996), America’s Choice (Supovitz, Poglinco, & Snyder, 2001), Modern Red Schoolhouse (2002), and Co-nect (Russell & Robinson, 2000). All of these were found to have “moderate” or better evidence of effectiveness by the Comprehensive School Reform Quality Center (2006a, 2006b).…”

Section: Center For Data-driven Reform In Educationmentioning

confidence: 99%

Effects of a Data-Driven District Reform Model on State Assessment Outcomes

Slavin

Cheung

Holmes³

et al. 2013

American Educational Research Journal

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A district-level reform model created by the Center for Data-Driven Reform in Education (CDDRE) provided consultation with district leaders on strategic use of data and selection of proven programs. Fifty-nine districts in seven states were randomly assigned to CDDRE or control conditions. A total of 397 elementary and 225 middle schools were followed over a period of up to 4 years. In a district-level hierarchical linear modeling (HLM) analysis controlling for pretests, few important differences on state tests were found 1 and 2 years after CDDRE services began. Positive effects were found on reading outcomes in elementary schools by Year 4. An exploratory analysis found that reading effects were larger for schools that selected reading programs with good evidence of effectiveness than for those that did not.

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Section: Center For Data-driven Reform In Educationmentioning

confidence: 99%

Effects of a Data-Driven District Reform Model on State Assessment Outcomes

Slavin

Cheung

Holmes³

et al. 2013

American Educational Research Journal

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“…First, significant impacts on student reading performance have been found in evaluations in several other sites. Supovitz, Poglinco, and Snyder (2001) conducted a cross-sectional study of America's Choice in 1999 to 2000 in several districts, including Rochester. They found significantly greater reading gains for students in America's Choice schools compared with students in other schools in their district.…”

Section: Discussionmentioning

confidence: 99%

Capturing the Cumulative Effects of School Reform: An 11-Year Study of the Impacts of America’s Choice on Student Achievement

May

Supovitz

2006

Educational Evaluation and Policy Analysis

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This article presents the results of an 11-year longitudinal study of the impact of America’s Choice comprehensive school reform (CSR) design on student learning gains in Rochester, New York. A quasi-experimental interrupted time-series approach using Bayesian hierarchical growth curve analysis with crossed random effects is used to compare the annual gains in test performance of students attending America’s Choice schools to those of students attending other Rochester schools and to those of students attending America’s Choice schools before they adopted this CSR model. Findings reveal significant annual effects, which accumulate over time, in elementary and middle grades reading and mathematics.

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“…The New American Schools Development Corporation (NASDC), funded by large corporations rather than government, did exactly this to create comprehensive school reform models in the 1990's (Kearns & Anderson, 1996;Slavin, 2008b). Comprehensive school reform models such as Success for All (BORMAN et al, 2007;SLAVIN, MADDEN, CHAMBERS, & HAXBY, 2009), America's Choice (SUPOVITZ, POGLINCO, & SNYDER, 2001), Direct Instruction (ADAMS & ENGELMANN, 1996), Modern Red Schoolhouse (KILGORE et al, 1996), and the School Development Program (COMER, HAYNES, JOYNER, & BEN-ARIE, 1996) have been extensively evaluated and found to be effective, and continue to be used in thousands of US schools, even in the absence of government support.…”

Section: Building the Research Base For Effective Programsmentioning

confidence: 99%

Evidence-based reform in education

Slavin¹

2010

RIEOEI

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This article proposes an approach to education reform in which government encourages schools to use programs and practices proven to be effective in rigorous evaluations. In this system, teachers and school leaders would be able to select among a variety of proven methods, and could receive funds to help them adopt and implement these programs. Government would help build up a set of proven programs for all grade levels and many subjects, and would provide support to help schools choose and implement proven programs, but schools would have freedom to choose whatever works for their students. This policy, it is argued, would promote innovation and reform without top-down mandates, building knowledge as it increases effective teaching and improved outcomes for students.

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Moving Mountains: Successes and Challenges of the America's Choice Comprehensive School Reform Design

Cited by 10 publications

References 0 publications

Effects of a Data-Driven District Reform Model on State Assessment Outcomes

Effects of a Data-Driven District Reform Model on State Assessment Outcomes

Capturing the Cumulative Effects of School Reform: An 11-Year Study of the Impacts of America’s Choice on Student Achievement

Evidence-based reform in education

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