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Comprehensive school reform to improve student achievement

Health Factors: Education
Decision Makers: Government - State, Schools
Evidence Rating: Some Evidence
Population Reach: 10-19% of WI's population
Impact on Disparities: Likely to decrease disparities

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Description

Comprehensive School Reform (CSR), also called “school wide” or “whole school” reform, is a coordinated effort to overhaul all parts and systems of a school's operation. It integrates curriculum, instruction, professional development, parental involvement, classroom management, and school management efforts to improve academic outcomes (Ed Week-CSR 2004). CSR promotes shared leadership and relies on support from teachers, administrators, staff, and outside agents experienced in CSR transformation. It also requires measurable student achievement goals, and regular evaluation to assess a school's academic results and CSR implementation progress (Borman 2003).

Expected Beneficial Outcomes

Improved academic success
Improved school-wide reading ability
Increased percentage of children succeeding in school

Evidence of Effectiveness

There is some evidence that Comprehensive School Reform (CSR) improves academic outcomes. Additional evidence is needed to determine which programs and implementation methods are most effective.

CSR programs can modestly improve student achievement in most circumstances (Borman 2003, BEE-CSRQ elementary, BEE-CSRQ middle and high). Effects appear strongest after CSR has been implemented for several years (Borman 2003).

Some programs have demonstrated stronger effects than others, particularly in elementary schools (Borman 2003, BEE-CSRQ elementary). Success for All, a CSR program to detect and prevent reading problems (SPTW), improves children's reading skills (SPTW, IES WWC, BEE-CSRQ elementary, Borman 2003). The Direct Instruction program may also improve academic outcomes (Borman 2003, PPN, BEE-CSRQ elementary).

Implementation quality, rather than student or program characteristics, appears to determine CSR success (Borman 2003). Research suggests that schools can best implement CSR by fitting it to their circumstances (Borman 2003), selectively pursuing cohesive reforms, and building time and resources for CSR into regular operation (Waldron 2010). The professional development component of CSR appears most effective when teachers and administrators share leadership and focus on evidence-based practices (Waldron 2010).

CSR, on average, costs about $105,000 per year in 2012 dollars, although specific costs vary by program. Schools may be able to redirect Title I and other state and federal supplemental funds into CSR efforts (Borman 2003). Success for All typically costs elementary schools $100,000 in the first year, $37,000 in the second, and $26,000 in the third year (SPTW). Direct Instruction costs $284,000 for a school of 500 students in the first year (PPN).

Implementation Examples

United States

Congress incorporated CSR into the No Child Left Behind Act (Ed Week-CSR 2004) and is expected to continue it in some form in the next Elementary and Secondary School Act (ESEA) reauthorization (Peurach 2012). However, research indicates that most schools pursuing CSR do not fully implement it. Teachers in CSR schools are usually offered a quarter of the professional development recommended, and may not be given adequate implementation time or leadership roles in the change process (RAND-Vernez 2006).

Wisconsin

In 1998, Wisconsin participated in the Comprehensive School Reform Demonstration Program (CSRI-WI).

Implementation Resources

CSRI - Center for Comprehensive School Reform and Improvement (CSRI). Accessed on June 20, 2012
Webpage: http://www.centerforcsri.org/
NIFDI - National Institute for Direct Instruction (NIFDI). The gold standard in direct instruction. Accessed on June 20, 2012
Webpage: http://www.nifdi.org/15/
SFAF - Success for All Foundation (SFAF). Accessed on June 23, 2012
Webpage: http://www.successforall.org

Citations - Description

Borman 2003* - Borman GD, Hewes GM, Overman LT, Brown S. Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research. 2003;73(2):125-230.

Accessed on January 16, 2013
Webpage: http://rer.sagepub.com/content/73/2/125.short
Ed Week-CSR 2004 - Education Week. Comprehensive school reform. 2004. Accessed on June 20, 2012
Webpage: http://www.edweek.org/ew/issues/comprehensive-school-reform/

Citations - Evidence

BEE-CSRQ elementary - Best Evidence Encyclopedia (BEE). CSRQ center report on elementary school comprehensive school reform models: Educator’s summary. 2008. Accessed on June 19, 2012
Webpage: http://www.bestevidence.org/csr/elem_csrq/top.htm
BEE-CSRQ middle and high - Best Evidence Encyclopedia (BEE). CSRQ center report on middle and high school comprehensive school reform models: Educator’s summary. 2008. Accessed on June 19, 2012
Webpage: http://www.bestevidence.org/csr/mhs_csrq/mhs_csrq.htm
Borman 2003* - Borman GD, Hewes GM, Overman LT, Brown S. Comprehensive school reform and achievement: A meta-analysis. Review of Educational Research. 2003;73(2):125-230.

Accessed on January 16, 2013
Webpage: http://rer.sagepub.com/content/73/2/125.short
IES WWC - What Works in Education Clearinghouse (WWC). Find what works. Institute of Education Sciences (IES). Accessed on June 19, 2012
Webpage: http://ies.ed.gov/ncee/wwc/findwhatworks.aspx
PPN - Promising Practices Network (PPN). On children, families and communities. Accessed on May 7, 2012
Webpage: http://www.promisingpractices.org/programs_evidence.asp
SPTW - Social Programs That Work (SPTW). Full list of interventions.

Accessed on June 18, 2012
Webpage: http://evidencebasedprograms.org/wordpress/?page_id=1080
Waldron 2010* - Waldron NL, McLeskey J. Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation. 2010;20(1):58-74. Accessed on June 23, 2012
Webpage: http://www.tandfonline.com/doi/abs/10.1080/10474410903535364

Citations - Implementation Examples

CSRI-WI - Benson JT. The comprehensive school reform demonstration project in Wisconsin: The Wisconsin Department of Public Instruction first year evaluation. Madison: Wisconsin Department of Public Instruction (DPI); 1999. Accessed on June 20, 2012
Webpage: http://www.centerforcsri.org/research/improvement.cgi?st=s&sr=SR002925
Ed Week-CSR 2004 - Education Week. Comprehensive school reform. 2004. Accessed on June 20, 2012
Webpage: http://www.edweek.org/ew/issues/comprehensive-school-reform/
Peurach 2012* - Peurach DJ. Improving large-scale school reform. Education Week. 2012. Accessed on June 20, 2012
Webpage: http://www.edweek.org/ew/articles/2012/02/29/22peurach.h31.html
RAND-Vernez 2006 - Vernez G, Karam R, Mariano LT, DeMartini C. Evaluating comprehensive school reform models at scale: Focus on implementation. Santa Monica: RAND Corporation; 2006: Monograph Report. Accessed on June 20, 2012
Webpage: http://www.rand.org/pubs/monographs/MG546.html

* Journal subscription may be required for access.

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Evidence Rating

Level of effectiveness based on a scan of academic literature and key recommendations of leading organizations.

  • Scientifically Supported Numerous studies or systematic review(s) with positive results
  • Some Evidence Research suggests positive impacts; further study may be warranted
  • Expert Opinion Recommended by credible groups*; research evidence limited
  • Insufficient Evidence Evidence limited or unavailable; further study warranted
  • Mixed Evidence Evidence mixed; further study warranted
  • Evidence of Ineffectiveness Research consistently shows program is detrimental or has no effect

Although many policies and programs are recommended by credible groups, we apply the rating ‘expert opinion’ only when policies are recommended but limited scientific evidence of effectiveness is available.

* The American Heritage Dictionary defines credible as 'capable of being believed; plausible.' and 'worthy of confidence; reliable.' To be considered an 'expert recommendation,' policies and programs must be recommended by one or more organizations that are recognized for their impartial expertise in the area of interest and have limited evidence available.

Potential Population Reach

Portion of Wisconsin's population likely to be reached by a policy or program if implemented statewide, based on its characteristics (e.g., target population(s), geographic limitations, and potential implementers).

<1%   20-49%
1-9%   50-99%
10-19%   100%

Potential Population Reach

Portion of Wisconsin's population likely to be reached by a policy or program if implemented statewide, based on its characteristics (e.g., target population(s), geographic limitations, and potential implementers).

<1%   20-49%
1-9%   50-99%
10-19%   100%

Potential Impact on Health Disparities

Likely impact of a given policy or program on racial/ethnic, socioeconomic, geographic or other disparities in Wisconsin based on its characteristics (e.g., target audience, mode of delivery, etc.) and best available evidence related to disparities.

  • Likely to decrease disparities
  • No impact on disparities likely
  • Likely to increase disparities