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Comprehensive School Reform: A Longitudinal Study of School Improvement in One State by Thomas L. Good, Heidi Legg Burross & Mary M. McCaslin — 2005We report on comprehensive school reform (CSR) reform in 48 schools over 6 consecutive years. In 1998, a total of 24 schools received CSR awards to improve student achievement. Control schools were carefully matched on 26 demographic variables to form a comparison group. Students' average performance, as represented in publicly available school report card data, increased across the combined sample of CSR and non-CSR schools in nontrivial ways. CSR and non-CSR schools, however, were not differentiated on the basis of a discriminant analysis function both in terms of achievement (Stanford 9) and demographic variables. To examine effects over time, a mixed-design multiple analysis of covariance (MANCOVA) test was performed for third- through ninth-grade scores for each performance level on the Stanford 9 achievement test (reading, language, and math). In all three performance areas, the mean NCE scores for CSR and non-CSR schools had significant within-subject effects for all 6 years. However, there were no between-subjects effects in any performance areas for CSR or non-CSR schools. The combined gains for CSR and non-CSR schools across time were notable; average math performance increased 1.0 standard deviation. Mean scores in reading and language also increased (.62 and .11, respectively), with language performance the least malleable area.To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:
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- Thomas Good
University of Arizona
THOMAS L. GOOD is a professor of educational psychology at the University of Arizona. He is interested in classroom learning, including non–subject matter outcomes of schooling. He and Sharon Nichols have a book in press at Erlbaum entitled Media Images of Youth and Schooling.
- Heidi Burross
University of Arizona
HEIDI LEGG BURROSS is an adjunct faculty member in educational psychology at the University of Arizona. Her research interests include student perceptions of performance and achievement. With Mary McCaslin, she published “Peer Relations and Learning” in the Encyclopedia of Education in 2001.
- Mary McCaslin
University of Arizona
MARY MCCASLIN is a professor of educational psychology at the University of Arizona. She is interested in student motivation and classroom opportunities. Recent publications include “Co-Regulation of Opportunity, Activity, and Identity in Student Motivation: Elaborations on Vygotskian Themes,” a chapter to appear in Big Theories Revisited: Research on Sociocultural Influences on Motivation and Learning (Vol. 4), edited by S. M. McInerney and S. Van Etten (Information Age Publishing).
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