Urban school reformers for decades have tried to improve educational outcomes for underserved and disadvantaged students, with the assistance of constantly evolving federal and state policies. In recent years, education policies have shifted from targeting individual students to developing universal standards for teaching and learning, and comprehensive school reform (CSR) has emerged as an effective key model. The federal CSR program seeks to support the implementation of comprehensive school reform, especially in high-poverty schools, and to improve efforts to help all children meet challenging academic standards. Schools that receive federal CSR funds must adopt approaches that comply with the No Child Left Behind Act. This book provides a series of studies and reflections on CSR by leading experts in the field.
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Editorial Reviews
Review
A must read for researchers and policymakers intent on improving schools, this volume is a thorough examination of 15 years of work on comprehensive school reform. Its organization allows the reader to focus on the aspect of most immediate concern, be it the state and district role, the relationship to NCLB, the school-level factors that influence success, or the special issues that exist in middle and high schools. This is a volume that will be oft cited by researchers and frequently referenced by practitioners. --Christopher T. Cross, Chairman, Cross & Joftus, LLC
Policymakers, educators, and those invested in improving the education of students in low-income families will find this thoughtful analytic approach a welcome addition to the literature on comprehensive school reform. This edited volume of intensive studies, from the school to the state level, represents some of the most compelling evidence on models of change and how they are being modified to fit with existing and future federal education initiatives. A must read for those interested in understanding the limitations--and opportunities--for reforming our educational system. --Barbara Schneider, John A. Hannah Distinguished Professor, Michigan State University
Policymakers, educators, and those invested in improving the education of students in low-income families will find this thoughtful analytic approach a welcome addition to the literature on comprehensive school reform. This edited volume of intensive studies, from the school to the state level, represents some of the most compelling evidence on models of change and how they are being modified to fit with existing and future federal education initiatives. A must read for those interested in understanding the limitations--and opportunities--for reforming our educational system. --Barbara Schneider, John A. Hannah Distinguished Professor, Michigan State University
About the Author
Daniel K. Aladjem is a principal research scientist at the American Institutes for Research. He is project director for the National Longitudinal Evaluation of Comprehensive School Reform, the largest federally funded study of CSR. In addition to his work on CSR, he has studied several other school reform initiatives, including small schools, school choice and vouchers, and Title I. Dr. Aladjem holds an A.B. (history) and A.M. (education, secondary teaching) from Stanford University. He earned his Ph.D. (public policy) from the University of Southern California.
Kathryn M. Borman is a professor of anthropology and associate director of the David C. Anchin Center at the University of South Florida. She received her doctorate in the Sociology of Education from the University of Minnesota in 1976. Currently, Dr. Borman is working with the American Institutes of Research and the National Opinion Research Center on the National Longitudinal Evaluation of Comprehensive School Reform, directing the focus study of 40 schools in five districts. She served as the editor of the Review of Educational Research and currently is the editor of the International Journal of Educational Policy, Research and Practice.
Kathryn M. Borman is a professor of anthropology and associate director of the David C. Anchin Center at the University of South Florida. She received her doctorate in the Sociology of Education from the University of Minnesota in 1976. Currently, Dr. Borman is working with the American Institutes of Research and the National Opinion Research Center on the National Longitudinal Evaluation of Comprehensive School Reform, directing the focus study of 40 schools in five districts. She served as the editor of the Review of Educational Research and currently is the editor of the International Journal of Educational Policy, Research and Practice.
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